Dissertations / Theses on the topic 'Fourth Edition'

The purpose of this study was to compare the performance of children on the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) with their performance on the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE). One hundred and four children between 3 and 7 years of age were administered both tests. A moderate correlation was found between the WPPSI-R Full Scale IQ and the SB:FE Composite Score with a Pearson product-moment correlation of .46. This correlation suggests that the two tests are not interchangeable measures of children's intelligence. They may measure different, equally important aspects of intelligence. As both tests used are relatively new, the current findings should be considered one step in the accumulation of knowledge about the usefulness of the WPPSI-R.

Introduced in 1986, the Stanford-Binet Intelligence Scale: Fourth Edition differs radically from its predecessors. Because of the adaptive testing format and the limited number of items given to each subject, it is especially important that consecutive levels in each of the tests increase in difficulty. The purpose of this study was to investigate the progression of difficulty among items in the Fourth Edition.Three hundred sixty-four subjects f iii Indiana who ranged in age from 3 years, 0 months to 23 years, 4 months were administered the Fourth Edition. The study was limited to those subjects earning a Composite SAS Score at or above 68.Data were presented to indicate trends in the difficulty of each item as well as in the difficulty of each level in the Fourth Edition. Three research questions were answered. 1.) Are the items at each level equally difficult? 2.) Are the levels in each test arranged so that the level with the least difficult items is first followed by levels with more and more difficult items? 3.) In each test is an item easier for subjects who have entered at a higher level than it is for subjects who have entered at a lower level?The results supported the hypotheses, confirming that the Fourth Edition is a solidly constructed test in terms of item difficulty levels. Most item pairs within a level were found to be approximately equal in difficulty. Nearly all of the levels in each test were followed by increasingly more difficult levels. And each item was found to be more difficult for subjects entering at a lower entry level than for those entering at a higher entry level with very few exceptions. For these few discrepancies found, there was no reason to believe that these were caused by anything other than chance.<br>Department of Educational Psychology

The Stanford-Binet: Fourth Edition represents a new dimension in intelligence testing from the traditional Binet Scales. Based on a 3 level hierarchical model this represents a significant departure from the age scale format of previous revisions. Several abbreviated batteries are suggested. This study uses the "Quick Screening Battery" consisting of four subtests (Vocabulary, Quantitative, Pattern Analysis, and Bead Memory). Results are presented as Standard Age scores (SAS) for fifteen subtests in four Areas (Verbal Reasoning, Quantitative Reasoning, Abstract/Visual Reasoning and Short-term Memory), and the global 'g' Test Composite score. Thirty kindergarten children randomly assigned to two groups took both the Stanford-Binet: Fourth Edition and the Stanford-Binet: Form L/M in a counter balanced design. Nine hypotheses and one question are discussed. Statistical calculations for data analysis were arrived at through SPSSX/PC V2.0 (Noursis 1988). Correlations between Form L/M IQ and the Test Composite (r = .72), Verbal Reasoning (r = .71) and Abstract/Visual Reasoning (r = .41) reached significance at 0.05 or better. Other correlations showed similar trends as that found in the literature. The study gives promise for the "Quick Screening Battery" as a tool for screening young children.

George Frederick Bristow (1825-1898) was a prominent American instrumental performer, teacher, conductor, and composer working in New York City in the mid-nineteenth century. His compositions provide valuable insight into the musical life of New York at that time, and into the development of American music. Presently, the New York Public Library for the Performing Arts holds a wealth of manuscripts of his work, and very little of it has been published. Bristow's Niagara Symphony, Op. 62, was composed in 1893 and received its first performance under the baton of the composer shortly before his death in 1898, and represents the culmination of his compositional output. The symphony is divided by Bristow into two large parts of equal duration: the first part consists of three movements scored for orchestra only, and the second part is a multi-section cantata for vocal soloists, chorus, and orchestra. I have here created a critical edition of the fourth movement of George Frederick Bristow's Niagara Symphony that faithfully and accurately represents the composer's intentions. I also provide here a meticulous recounting and justification of my editorial decisions, a thorough analysis of the work including an examination of compositional influences, and a discussion of performance considerations. This completion of a modern performing edition of the fourth movement of the Niagara Symphony is intended to help make the work of George Frederick Bristow more widely known, and to help scholars, performers, and audiences grasp our own American musical heritage.

While memory is the faculty that affords us learning, adaptation and development, it is our executive function that oversees, manages and organizes these abilities. Still, there is limited research on the interaction between memory and executive function. The present study investigated this relationship through Principal Components Analysis. Performances on accepted measures of memory and executive function were evaluated in an adult clinical sample. Components were retained using three criteria: a predetermined four-component structure, eigenvalues exceeding a value of one, and parallel analysis. Results demonstrated that a four-component model most accurately represented the data. Analyses also revealed that measures of immediate and delayed memory did not uniquely assess memory but instead loaded onto components associated with visual and verbal processing. The findings were shown to be in support of the brain working in an integrated, systematic manner in which abilities hierarchically ascend from arousal to tertiary function. Consequently, several accepted measures of memory and executive function failed to measure cognitive capacity unique from visual and verbal processing, placing their construct validity and efficacy in question.

This study proposed to evaluate the appropriateness of selected subtests of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) for use with severely to profoundly hearing impaired children. The subjects used in this study were enrolled in a residential/day school for the deaf whose educational methodology was Total Communication. The subjects were tested on both the SB:FE nonverbal selected subtests and the Performance Scale of the Wechsler Intelligence Scale for Children-Revised (WISC-R PIQ). To assess appropriateness, several procedures were employed comparing data gathered from the hearing impaired sample with data reported for the standardized population of the SB:FE. Correlations were computed between the WISC-R and the SB:FE and comparisons of the total composite scores for each measure were made to detect any systematic differences. The results indicated that the correlations reported for the hearing impaired sample are generally similar to the correlations reported for the standardized sample of the SB:FE. The analysis performed between the Area Scores of the SB:FE and the WISC-R PIQ to detect systematic differences revealed a difference of one standard deviation between these two instruments, with the. SB:FE results being lower than the WISC-R PIQ results. It was concluded that the selected subtests of the SB:FE and the WISC-R PIQ could not be used interchangeably. Further research into this area was advised before using this measure to estimate general cognitive ability for hearing impaired children whose levels of language development may be delayed. Further research was also encouraged to confirm the suggestion of greater predictive validity of the SB:FE with academic measures. It was suggested that these findings indicated that the use of language as a cognitive tool may be important in acquiring certain problem solving skills.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate

Anxiety and depressive disorders are among the most common mental health problems diagnosed in children and adolescents, and numerous theories explaining why children experience these debilitating disorders have been proposed. Established diagnostic criteria that differentiate anxious and depressive symptomatology characterize both groups of disorders as having an adverse effect on the child's academic and social functioning. While research has sought to examine the cognitive effects these disorders have on adults, there is relatively limited research on the cognitive effects in children and adolescents. The available research literature examining effects of anxiety and depression on intelligence test performance is also inconclusive, and there are no studies that characterize the effects of these disorders on the Wechsler Intelligence Scale for Children - Fourth edition. The purpose of the study was to clarify the effects of childhood anxiety and depression on intelligence test scores using the current fourth edition of the Wechsler Intelligence Scale for Children. Participants were selected from an archival database from a neuropsychology clinic and separated into two groups according to clinical diagnosis. No significant differences were found between the children and adolescents diagnosed with clinical disorders and the standardization sample or in idiographic analyses with regard to the WISC-IV Full Scale IQ or the Working Memory Index. The Processing Speed Index was found to be significantly lower than the Verbal Comprehension Index in children diagnosed with major depressive disorder. This finding was not observed in the anxiety disorders group. Examination of component subtest score patterns showed that Coding and Symbol Search were reduced in the depression group. This finding is consistent with previous studies, which suggest that reduced performance on the Processing Speed Index may be attributed to psychomotor retardation in major depressive disorder.

Boris Kozhevnikov was a preeminent composer for the wind orchestras of the Soviet military. His Third Symphony is well known in the United States, but the rest of his compositions, and most of the Soviet wind band repertoire, remain unstudied and unperformed outside Russia. This document will explain how Soviet composers carried out their musical obligations as dictated by Communist Party mandates. Further, the functionality and prevalence of Soviet military bands will be explored. Finally, Boris Kozhevnikov will be investigated as a composer who wrote for military ensembles while adhering to Party ideals. American editions of two pieces--the Fourth Symphony and March for Ceremonial Passing--have been created as representative examples of Kozhevnikov's contribution to the genre.Socialist Realism is the term used to describe the Soviet government's mandate for "appropriate" music. Composers were expected to write music that was accessible to the masses, contained programmatic inferences, and aroused sentiments of patriotism and nationalistic pride. Rejected were any pieces displaying formalistic tendencies, including non-programmatic, overly chromatic, or atonal works.Three thousand military wind orchestras were performing in the Soviet Union at the end of the Cold War. These ensembles played original Russian and Soviet music, the vast majority of which is unknown outside Russia. Composers such as Dmitri Shostakovich, Nikolai Miaskovsky, and Sergei Prokofiev wrote for the military ensembles, providing marches and programmatic works.Boris Kozhevnikov taught at the Moscow Conservatory and Institute of Military Conductors for over forty years. He was a highly respected professor, composer, and conductor, and received praise from both Miaskovsky and Shostakovich. One of the first composers to write multiple symphonies for band, Kozhevnikov composed over forty pieces for winds, all exhibiting fundamentals of Socialist Realism. Among his techniques were the incorporation of folk, worker, and revolutionary songs; compositions specifically written and titled for commemorative events; and the composition of works for functional purposes, such as marches and ceremonial music. For his efforts, Kozhevnikov was awarded as a Distinguished Artist of the Russian Soviet Federative Socialist Republic, the Red Star, the Red Banner, the Alexandrov Award, and the Order of the Badge of Honor.

The purpose of the study was to investigate the validity of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) area and composite scores and Sattler's SB:FE factor scores as predictors of school performance on the Woodcock-Johnson Tests of Achievement (WJTA).The subjects were 80 Caucasian third grade students enrolled in regular education in a rural and small town school district in northeastern Indiana. The SB:FE and WJTA were administered to all students.Two canonical analyses were conducted to test the overall relationships between sets of SB:FE predictor variables and the set of WJTA criterion variables. Results indicated that the SB:FE area scores and Sattler's SB:FE factor scores were valid predictors of academic achievement at a general level.To clarify the results of the canonical analyses, series of multiple regression analyses were conducted. Results of multiple regression with SB:FE area and composite scores indicated that the best single predictor of all WJTA scores was the SB:FE Test Composite Score. No other SB:FE variable provided a significant contribution to the regression equation for reading, math, and written language achievement over that offered by the Test Composite Score.Multiple regression analyses were also employed with Sattler's SB:FE factor scores and the WJTA scores. The optimal predictor composite for reading included the Verbal Comprehension and Memory factor scores. To predict math, the best predictor composite consisted of the Nonverbal Reasoning/Visualization and Verbal Comprehension factor scores. The optimal predictor composite for written language included the Nonverbal Reasoning/Visualization and Memory factor scores.Results of the regression analyses indicated that, without exception, the predictor composites composed of the SB:FE area and composite scores were superior in their prediction of school performance to the predictor composites developed from Sattler's SB:FE factor scores.The regression equation containing the SB:FE Test Composite Score alone was determined to be the preferred approach for predicting WJTA scores. Use of the Test Composite Score sacrifices only a minimal degree of accuracy in the prediction of achievement and requires no additional effort to compute.<br>Department of Educational Psychology

This study investigated the relationship between the Wechsler Adult Intelligence Scale-Revised (WAIS-R) and the Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) in a brain-damaged adult sample. The sample in this study was composed of 30 adult patients at two residential treatment programs who completed comprehensive psychological evaluations between August, 1986 and November, 1987. Each patient was administered both the WAIS-R and the SBIV as part of these evaluations. Data gathered in this study was submitted to Pearson product moment correlational statistical procedures. Significant correlations were found in the following pairs of summary scores: the SBIV Test Composite Standard Age Score (SAS) and the WAIS-R Full Scale IQ; the SBIV Abstract/Visual Reasoning Area SAS and the WAIS-R Performance IQ; the SBIV Quantitative Reasoning Area SAS and the WAIS-R Verbal Scale IQ; the SBIV Verbal Reasoning Area SAS and the WAIS-R Verbal Scale IQ; the SBIV Short-Term Memory Area SAS and the WAIS-R Verbal Scale IQ; and the SBIV Short-Term Memory Area SAS and the WAIS-R Full Scale IQ. Significant correlations were also found in the following pairs of individual subtest results: the SBIV and WAIS-R Vocabulary subtests; the SBIV Memory for Digits subtest and the WAIS-R Digit Span subtest; the SBIV Pattern Analysis subtest and the WAIS-R Block Design subtest; and the SBIV Paper Folding and Cutting subtest and the WAIS-R Picture Arrangement subtest. Directions for future research were also suggested upon review of the subtest correlation matrix and the descriptive statistics of data generated.

For many school psychologists the constraints of time create a need to identify an instrument that can be used to screen students referred for comprehensive psychoeducational evaluations. This study examined the relationship between scores students obtained on the group-administered Test of Cognitive Skills (TCS) and those they obtained on the individually administered Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE). Comparisons were made between the Cognitive Skills Index (CSI) and Sattler's Factor scores from the SB:FE, and between the CSI and the SB:FE Composite score.The subjects were 75 elementary public school students who were enrolled in regular education classes at least 50% of their school day. The students were referred for comprehensive evaluations because of concern about their academic progress. Archival data from tests administered during the 1987-1988 school year were gathered from the students' cumulative school files.Pearson product moment correlations indicate that (in the sample studied) there was a significant positive correlation between the CSI scores and each of the Factor scores and the Composite scores. Analysis of variance (ANOVA) procedures were used to test mean differences. The data indicate that there was no statistically significant difference between the mean score of the CSI and the Verbal Comprehension Factor score, nor between the CSI and Memory Factor. However, the Nonverbal Reasoning/Visualization and Composite means differed significantly from the CSI mean.The results of this study suggest that the CSI can make a worthwhile contribution to referral information. Correlational and mean difference data derived from this study demonstrate the need for caution when interpreting and applying statistical findings. Additional research is needed to clarify further the relationship among group-administered and individually administered intelligence tests, and between the SB:FE and other individually administered intelligence tests.<br>Department of Educational Psychology

At the same time that research has raised questions about the efficiency, cost effectiveness and overall value of triennial reevaluation in special education programs, school psychologists have expressed a desire to spend less time in psychometric testing. This study examined the effects of using the General Purpose Abbreviated Battery of the Stanford-Binet: Fourth Edition (Binet GP) in the triennial reevaluation of learning disabled students.The Binet GP, Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Test of Educational Achievement-Brief Form (Kaufman BF) were given concurrently to 50 learning disabled students during triennial reevaluation. Intelligence/ achievement discrepancy scores were calculated by subtracting Kaufman BF achievement subtest scores from achievement levels predicted by performance on the Binet GP and WISC-R intelligence scales. These discrepancy scores were compared to determine how use of the Binet GP might effect eligibility for placement in a learning disabilities program. Cognitive scores derived from the Binet GP and the WISC-R were also compared.Descriptive statistics and univariate correlations were computed. The correlational relationship between intelligence scores on the Binet GP and the WISC-R was significant, positive and substantial. The relationship between discrepancy scores was significant, positive and high. A repeated measures analysis of mean differences between Binet GP and WISC-R scores was nonsignificant as was a comparison of the variances and mean discrepancy scores. A chi-square and a coefficient of level of classification (Kappa) were used to test agreement in classification as projected by Binet GP and WISC-R discrepancy scores. Agreement in classification and level of classification was significant with 86% of the subjects classified the same by both cognitive measures. It appears that, used judiciously and in like context, the Binet GP might be a time efficient and valid addition to reevaluation.<br>Department of Educational Psychology

The purpose of the present dissertation was to evaluate the internal validity of symptoms of four common anxiety disorders included in the Diagnostic and Statistical Manual of Mental Disorders fourth edition (text revision) (DSM-IV-TR; American Psychiatric Association, 2000), namely, separation anxiety disorder (SAD), social phobia (SOP), specific phobia (SP), and generalized anxiety disorder (GAD), in a sample of 625 youth (ages 6 to 17 years) referred to an anxiety disorders clinic and 479 parents. Confirmatory factor analyses (CFAs) were conducted on the dichotomous items of the SAD, SOP, SP, and GAD sections of the youth and parent versions of the Anxiety Disorders Interview Schedule for DSM-IV (ADIS-IV: C/P; Silverman & Albano, 1996) to test and compare a number of factor models including a factor model based on the DSM. Contrary to predictions, findings from CFAs showed that a correlated model with five factors of SAD, SOP, SP, GAD worry, and GAD somatic distress, provided the best fit of the youth data as well as the parent data. Multiple group CFAs supported the metric invariance of the correlated five factor model across boys and girls. Thus, the present study’s finding supports the internal validity of DSM-IV SAD, SOP, and SP, but raises doubt regarding the internal validity of GAD.

The use of standardized tests in the assessment of ethnic students who speak English as a second language has become an important issue in Canada due to the increasing number of immigrant students in the school system. The subjects of this study were a group of 34 Canadian born, bilingual Chinese third graders with at least three years of schooling in English. They were tested on two standardized tests and the results were compared with the standardization population. The study also investigated the correlations among these two measures and an informal teacher rating scale. The subjects were found to perform more than one standard deviation below the norm on the Peabody Picture Vocabulary test - Revised, which is a test of receptive language. Chinese speaking home environments and the culturally biased items in the test might have resulted in the significantly low score obtained by the subjects. On the Stanford-Binet Intelligence Scale: Fourth Edition, the subjects did not perform significantly different from the norm on the Test Composite, Verbal Reasoning, Abstract/Visual Reasoning, Short-Term Memory and seven subtests. They did score significantly higher than the norm on Pattern Analysis, Matrices, Number Series and Quantitative Reasoning and significantly lower on Copying and Memory for Sentences. When compared with a group of Asian subjects (ages 7-11) from the Stanford-Binet standardization sample, the subjects performed significantly higher on Quantitative Reasoning and lower on Short-term Memory. As consistent with the results of previous research, the subjects in the present study excelled in visual/perceptual and mathematical tests. It is possible that their (English Language) proficiency may have brought about significantly low score in Memory for Sentences. The four reasoning area scores on the Stanford-Binet were found to be significantly different from each other with the subjects' highest score in Quantitative Reasoning and the lowest in Short-Term Memory. Correlations among the three measures reached statistical significance ranging from the thirties to the sixties. Teacher rating correlated equally well with the standardized tests as there was no significant difference among the correlations. However, the correlations indicated that though these tests shared something in common, in practice, they cannot be used interchangeably. The study concluded that the Peabody Picture Vocabulary Test - Revised may not be an appropriate instrument for measuring the receptive language of Chinese students who have English as their second language. The Stanford-Binet Intelligence Scale: Fourth Edition could be considered a valid measure of the cognitive ability of this group of students. The positive and significant correlations among Teacher Rating and standardized tests indicate that teachers' perception of student ability parallels what formal testing reveals.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate

This research involves an investigation of the construct validity of the Wechsler Intelligence Scale for Children-; Fourth Edition (WISC-IV) when compared to the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) to provide evidence for the utility of using the WISC-IV in assessing cognitive abilities according to the Cattell-Horn-Carroll (CHC) theory. The study was conducted using archival data consisting of 92 children and adolescents between the ages of 6 years and 16 years, 11 months referred for a comprehensive neuropsychological evaluation at a university-affiliated assessment center. Data for all participants were collected following administration of a battery of measures as part of a neuropsychological evaluation, with tests administered in no particular order. The mean age of children was 9.82 years (SD= 2.81) with a mean grade level of 3.95 (SD= 2.63). Ten hypotheses were investigated specifically to examine the comparability of the general intellectual functioning scores for each battery among a sample of children with neuropsychiatric disorders, as well as to examine the convergent and discriminate validity of the WISC-IV index scores. The first hypothesis utilized a paired samplest&n-test and found that the WISC-IV Full Scale IQ score was significantly below that of the WJ III COG General Intellectual Ability-Extended score. For the remaining hypotheses, Pearson product-moment correlations revealed large correlations between the WISC-IV and WJ III COG convergent constructs of general intellectual functioning, comprehension-knowledge, fluid reasoning, working memory, and processing speed. For correlations between divergent constructs, the WISC-IV Verbal Comprehension Index and the WJ III COG Visual-Spatial Thinking (Gv) factor demonstrated a large correlation. Both the WISC-IV Processing Speed Index and Working Memory Index correlated moderately with the WJ III COGGvfactor, while the WISC-IV Perceptual Reasoning Index correlated moderately with the WJ III COG Auditory Processing factor. Fisher's r to Z transformation was used to assess for significant differences between the observed correlations and stipulated values determined. Results indicated that correlations between the global IQ, fluid reasoning, and short-term memory composite scores of the two measures were significantly greater than that found for the WISC-III and WJ III COG, while the relationship between the verbal ability and processing speed composite scores were consistent with past findings. Correlations between divergent constructs revealed a reliable pattern of significantly greater relationships than was found for research concerning the WISC-III and WJ III COG. Primarily, results of this study provided evidence that the substantive changes made to the WISC-IV have improved the ability to interpret the Full Scale IQ score as a measure of general intelligence similar to that obtained by the WJ III COG. However, the global IQ scores between the two measures cannot be assumed to be equivalent among children with neuropsychiatric disorders. Results also suggested that the WISC-IV appears to provide improved measurement of the CHC broad abilities of fluid reasoning (Gf) and short-term memory (Gsm). Correlations between divergent constructs provided evidence for relationships between cognitive abilities suggested to be significantly related to academic achievement. This study concluded that research findings for the WISC-III cannot be applied conclusively to the WISC-IV and that the substantive changes made to the WISC-IV have improved the ability to interpret the battery under the CHC framework. However, findings underscore the importance of examining performance across second-order factors that may contribute to differences in general intelligence, as well as remaining aware of differences in narrow ability constructs measured, task demands, or shared variance between subtests when making interpretations of test performance.

The Peabody Picture Vocabulary Test-Revised (PPVT-R) and Slosson Intelligence Test (SIT) were designed, at least in part, to provide a quick estimate of scores which might be obtained on the Stanford-Binet Intelligence Scale, Form L -M, without requiring extensive technical training by the examiner. Both the PPVT-R and SIT are frequently used as screening instruments to identify children for possible placement in special education programs, remedial reading groups, speech and language therapy, gifted programs, or "tracks." This study investigated the value of the PPVT-R and SIT as screening instruments for the Fourth Edition Stanford-Binet.Fifty students, grades kindergarten through fifth, were randomly selected to participate in the study. All subjects were involved in regular education at least part-time. Subjects were administered the PPVT R, SIT, and Fourth Edition Binet by a single licensed school psychologist. The administration order of the instruments was randomized. Participants were tested on consecutive school days (10) until all subjects had been administered the three instruments.Correlation coefficients were determined for the Standard Score of the PPVT-R and each Standard Age Score of the Binet (four area scores and one total test score), as well as for the SIT IQ score and each Standard Age Score of the Binet. All correlations were positive and significant beyond the p<.Ol level except between the PPVT-R and Binet Quantitative Reasoning.Analyses of Variance were used to determine mean differences of scores obtained on the three instruments. Significant differences (p<.05) were found between scores on the PPVT-R and Abstract/Visual Reasoning, SIT and Verbal Reasoning, SIT and Short-Term Memory, SIT and Abstract/Visual Reasoning, and SIT and Total Test Composite.Results indicated that, in general, the SIT is a better predictor of Fourth Edition Binet scores than the PPVT R, however frequently yielded significantly different scores. It was concluded that neither the PPVT R nor SIT should be used as a substitute for more comprehensive measures of intellectual functioning, and caution should be used when interpreting their results. Much more research is needed to clarify the diagnostic value of the Fourth Edition Stanford-Binet as a psychometric instrument.

Instrumentos de avaliação da memória episódica não verbal são escassos. Além disto, consideramos a crescente necessidade de esforços para a adaptação transcultural de instrumentos de memória para nosso contexto. O subteste Visual Reproduction I e II (Reprodução Visual I e II) faz parte da Wechsler Memory Scale (WMS) e se trata de uma escala mundialmente utilizada e adaptada a diversas culturas, sendo considerada padrão ouro dentre as medidas de avaliação da memória. No presente estudo, utilizamos o subteste Reprodução Visual, da WMS na sua quarta edição (WMS-IV). O Reprodução Visual (RV) é subdividido em três domínios de investigação da memória visual (evocação imediata, evocação tardia e reconhecimento) e uma tarefa opcional para avaliação da percepção visual, habilidades construtivas e atenção aos detalhes (cópia). Além disto, o escore de cada um dos três domínios avaliados podem ser contrastados, de modo que se obtenham informações sobre a retenção, o quanto a memória é melhor ou pior do que as habilidades construtivas e, por último, o quão o sujeito evoca livremente ou precisa de pistas para evocar a informação aprendida. Esta versão da WMS-IV é uma revisão da WMS-III, cujos estudos resultaram em algumas alterações metodológicas e de conteúdo, no sentido de facilitar a análise dos resultados, diminuir os vieses de aplicação e correção. Desta forma, para atingir os propósitos desta pesquisa foram realizados dois estudos: o Estudo 1 teve como objetivo realizar a adaptação transcultural do subteste Visual Reproduction I and II - Wechsler Memory Scale IV (WMS-IV) e apresentar uma versão para uso preliminar no Brasil. O estudo 2 consistiu na avaliação das suas propriedades psicométricas. Participaram do estudo 1 três tradutores com fluência no inglês, que realizaram traduções independentes, dois tradutores profissionais e dois juízes especialistas (um neurologista e uma neuropsicóloga). Os juízes especialistas e um tradutor profissional investigaram a equivalência conceitual, semântica e operacional dos itens. Uma amostra de 24 sujeitos saudáveis responderam ao pré-teste, que consistiu na investigação da compreensão e dificuldade da versão adaptada do Reprodução Visual I e II. No estudo dois, participaram 62 adultos saudáveis e 29 adultos com Acidente vascular cerebral em hemisfério direito, no território da Artéria cerebral média (AVC-ACMHD). Os sujeitos tinham idade entre 20 e 59 anos e as respostas foram consideradas para análises de confiabilidade e validade baseadas em análises estatísticas da teoria clássica (ANOVA, ANCOVA, coeficiente alfa de Cronbach, e correlação de Pearson) e da teoria moderna de testagem (Teoria de Resposta ao Item (TRI) através do modelo de um parâmetro ou método de Rasch). O processo de análise das propriedades psicométricas utilizou a metodologia recomendada pelo American Educational Research Association [AERA], American Psychological Association [APA] e o National council on measure in education [NCME], 2008 indicada pela editora responsável pelos direitos autorais do WMS-IV. Na confiabilidade, foi investigada a consistência interna (coeficiente alfa de Cronbach) e a estabilidade temporal (correlação de Pearson). Na investigação da validade, foram investigados: os processos de resposta, a estrutura interna (correlação de Pearson, Teoria de resposta ao Item pelo método de Rash), a relação com outros instrumentos (Mini Exame do Estado Mental - MEEM e Figuras Complexas de Rey) e a relação com variáveis externas (AVC-ACMHD comparados a controles saudáveis). O índice de consistência interna do subteste foi de 0,92 e a estabilidade teste-reteste mostrou correlação significativa, exceto com a tarefa de evocação tardia. Esses resultados são similares aos do estudo original, sendo, portanto caracterizada a sua equivalência. Os resultados do estudo de validade mostraram que há equivalência em termos de conteúdo.A investigação da estrutura interna pelo coeficiente de correlação de Pearson evidenciou que todas as figuras obtiveram correlação significativa (p<0,001). Ainda mais: correlacionaram-se congruentemente durante toda a tarefa. Na investigação da estrutura interna pelo método de Rasch foi evidenciado que o teste é unidimensional, que a progressão de theta ao longo das categorias de resposta foram como o esperado pelo modelo. A TRI mostrou que a figura mais fácil é a figura 1 da tarefa de evocação imediata e a mais difícil é a figura 5 de evocação tardia. Os índices de correlação theta foram superiores a 0,5, mostrando correlação. No mapa de pessoas-itens as variáveis tenderam a avaliar o constructo em níveis inferiores ao de habilidade dos sujeitos, sugerindo a necessidade de itens avaliando níveis mais altos do constructo. Na análise de validade considerando outras medidas a tarefa de evocação imediata o escore total e evocação tardia apresentaram correlação com o total da tarefa de memória das figuras complexas de Rey. As tarefas de cópia correlacionaram-se com o total de cópia do teste das figuras complexas de Rey. A tarefa de evocação imediata o escore total e evocação tardia apresentaram correlação com o total do MEEM. A análise de covariância mostrou que a escolaridade exerce influência nos escores do RV. Assim, depois de controlada a escolaridade foi evidenciado que os controles tiveram melhor desempenho em todas as tarefas do RV, quando comparados aos pacientes com AVC-ACMHD. Na análise qualitativa, através do escalonamento e contraste dos escores, foi observado que o baixo desempenho dos pacientes com AVC se deve ao fato de que esses pacientes percebem muito mal o item, com pior controle motor, habilidade visuo-construtiva e capacidade de prestar atenção a detalhes. O resultado é uma menor aquisição da informações e as conseqüências são dificuldades na memória episódica não verbal . Os nossos resultados foram demonstrativos de que o RV da WMS- IV, além de culturalmente equivalente em termos de confiabilidade e validade, é adequado para a cultura dos sujeitos e pacientes avaliados em Ribeirão Preto, preciso e válido para o uso no Brasil. Saliente-se a necessidade de estudos normativos com esse subteste.<br>Tools for evaluation of non-verbal episodic memory are scarce. Furthermore, we consider the increasing need for efforts to cross-cultural adaptation of instruments of memory for our context. The subtest Visual Reproduction I and II is part of the Wechsler Memory Scale (WMS), and it is used worldwide scale and adapted to different cultures, and is considered the gold standard among assessment measures of memory. In the present study, we use the Visual Reproduction subtest of WMS in its fourth edition (WMS-IV). The Visual Reproduction (VR) is subdivided into three fields of research in visual memory (immediate recall, delayed recall and recognition) and an optional task to assess visual perception, constructive abilities and attention to detail (copy). Moreover, the score of each of the three domains can be contrasted evaluated in order to obtain information on retention, and the memory is better or worse than the constructive abilities, and finally, how the subject refers freely or need tracks to evoke the information learned. This version of the WMS-IV is a review of the WMS-III, whose studies have resulted in some changes in methodology and content, to facilitate the analysis of results, lower camest application and correction. Thus, to obtain the purposes of this research were carried out two studies: Study 1 was aimed at making cross-cultural adaptation of the subtest \"Visual Reproduction I and II - Wechsler Memory Scale - IV (WMS-IV)\" and present a version for use preliminary in Brazil and the second study consisted of an evaluation of its psychometric properties. The study included a three translators fluent in English, which made independent translations, translators two professional judges and two experts (a neurologist and a neuropsychologist) who performed the conceptual and item equivalence, semantic, and operational. 24 healthy subjects responded to the pretest, which consisted in the investigation of understanding and difficulty of the adapted version of the Visual Reproduction I and II. In the second study, participated in 62 healthy adults and 29 adults with stroke in the right hemisphere in the territory of the middle cerebral artery. All subjects were aged between 20 and 59 years and the responses were considered for analysis of reliability and validity based on statistical analysis of the classical theory (ANOVA, ANCOVA, Cronbach\'s alpha, and Pearsons correlation) and the modern theory testing (Item Theory Response IRT, the model of one parameter or Rasch method). The process of analyzing the psychometric properties following the methodology recommended by the American Educational Research Association [AERA], American Psychological Association [APA] and the National council on education measure in [NCME], 2008 - indicated by the publisher responsible for the copyright of the WMS-IV. In the reliability analysis, we investigated the internal consistency (Cronbach\'s alpha) and temporal stability (Pearsons correlation). To investigate the validity, were considered: the processes of response, the internal structure (Pearsons correlation and IRT), the relationship with other tools (Mini Mental State Exam- MMSE and Rey-Osterrieth Complex Figure Test (ROCF).) and the relationship with external variables (stroke in the right hemisphere in the territory of the middle cerebral artery, compared to healthy controls). The index of internal consistency overall subtest was 0.92 and test-retest stability showed significant correlation, except with the task of delayed recall. These results are similar to the original study, showing thus their equivalence. The results of the validity study showed that there is equivalence in terms of investigating the internal structure and content. Pearson\'s correlation coefficient showed that all the figures obtained significant correlation (p <0.001) and further correlated with each moment congruently the task. In investigating the internal structure by the Rasch method has been shown that the test is one-dimensional that the progression of theta over the response categories was as expected by the model, and show that the figure is the easier task of Figure 1 - immediate recall, and is harder to figure 5- for delayed recall. The theta correlation coefficients were greater than 0.5, showing good correlation. On the map of people-items showed that the variables tended to evaluate the construct at levels below the skill of the subjects, suggesting the need for items assessing higher levels of the construct. In the analysis of validity considering other measures, the total score of immediate recall and delayed recall correlated with the total of memory task of the Rey complex figure copy. The copy of the Visual Reproduction correlated with copy of Rey-Osterrieth Complex Figure Test (ROCF). The task of ROCF immediate recall of the total score and delayed recall correlated with total MMSE. Covariance analysis showed that education exercises influences on scores of the RV. So, after controlled the variable schooling, was evident that the controls performed better than patients with stroke on all Visual Reproduction subtest. The qualitative analysis via scaling contrast scores, shown that low performance of patients with stroke is due the fact they recognize the item very badly, the motor control, visuo-constructive ability and ability to pay attention to details is lowered. Its can occur, may be due apraxia, resulting in lower acquisition of the information, resulting in difficulties in non-verbal episodic memory. Our results showing that the Visual Reproduction subtest of the WMS-IV was considered culturally equivalent in terms of reliability and validity and is appropriate for culture of the subjects and patients evaluated in Ribeirão Preto, valid and reliable for use in Brazil. We emphasize the need of studies regarding to normative data for this subtest.

Sir William Herschel (1738–1822) was a prominent musician and composer in the 18th century England. He worked as a concert director in several cities. In addition, he was a master of various instruments, and an active solo performer. Herschel composed numerous orchestral and solo works. His music, however, is hardly known today. Many of his compositions remained unpublished, among them the Twenty-Four Caprices for Solo Violin. These caprices are one of the earliest technical studies for the instrument, which must be brought to the intermediate violin students’ and violin teachers’ attentions. The purpose of this study is to create a practical edition of the Twenty-Four Caprices for Solo Violin, and to make it available for violinists by publishing them. The dissertation will look into the performance practice of Hershel’s caprices. Based on a thorough research of the violin methods, the edition will provide fingerings, bowings, and practicing suggestions which are useful for students who wish to improve violin technique. The author of this study strongly believes that these neglected technical studies are extremely beneficial works for violinists, and they deserve to be made public.

This thesis provides a critical edition of four Middle English versions of De remediis contra temptaciones by William Flete, along with an edition and modern English translation of the Latin De remediis. De remediis is a treatise of religious direction concerned with the spiritual temptations of doubt and despair. Despite its wide circulation and influence in the fourteenth, fifteenth, and sixteenth centuries, it has received little scholarly attention. The Latin source text and the Middle English versions ME1a, ME1b, and ME2, each an independent translation of the Latin, are edited here for the first time. The version ME3, an expanded adaptation of ME2, is presented for the first time in a critical edition with variants from all of the witnesses. Two translations that have previously been classified together as ‘ME1’ are here identified as distinct. The texts are edited from the following base manuscripts: ME1a from Oxford, Bodleian Library, MS Bodley 131; ME1b from olim Foyle MS, Beeleigh Abbey, Essex (sold at Christie’s 11 July 2000); and both ME2 and ME3 from Cambridge, Cambridge University Library, MS Hh.1.11. Comprehensive variants from all of the manuscripts and printed witnesses are recorded in the apparatus to each edition. The Latin De remediis is edited from Cambridge, Cambridge University Library, MS Ff.6.44, with selected variants. The introduction discusses De remediis and the four Middle English versions, the treatise’s treatment of religious doubt and despair, the fourteen manuscripts and two early printed editions of the Middle English versions, and the textual relationships between the witnesses.

Since the first publication of the Huangdi Sijing in 1974, a critical literary study of it has been required to stand in the middle ground between the word by word commentaries of the editors and the generalisations of the historians of philosophy. A literary study puts the emphasis on the primacy of the text itself and aims to show its philosophy in relation to its literary format. Part One of the thesis isolates units within the text by concentrating on the use of binary terminology. By noting passages that use different binary terms, one can identify varying strands of composition. These are each placed in relation to their literary context in so far as it is known from works of the same period. Part Two looks at the process of redaction of each of the four canons and their social context. It shows how disparate essays could be gathered under one cover to serve a common end. The method is that in common use in Biblical studies. A conclusion reviews the notions of "school" and "huang-lao" that are current in contemporary discussions of Chinese thought. My edition of the text cannot pretend to be definitive but it does aspire to set a standard of scholarship by presenting the opinions of all editions known to me in a way that allows for future modifications, if necessary, by supplying a standard form of reference for any passage, free from the vagaries of modem pagination and with a full apparatus. The standards of editing the text are also those current in critical editions of the Bible. If I have been able to present the Chinese text in a standard way, then perhaps this work may furnish greater scholars with material to enable them to give to Chinese philosophy the place it deserves in the commonwealth of human wisdom.

Cities involve several systems that work together as a network of urban relationships. These systems are in balance, and they work as a whole that articulates urban life. <p> But what makes a city memorable and special are its events: those magical situations where the uniformity of the experience stops and something unique arise. <p> Those are the moments where our memory is deeply engraved by a particular situation that will come back in our dreams and imaginative processes as an agent image. <p> Four urban events â a space for film edition and writing, an urban stage, a footage archive and park, and a projection space- whose locations have been determined by a Cartesian game dictated by the Plan of Washington DC; and one common discipline, Film, will be the main focus of this research and a way of understanding the relations among Memory and its spaces, Architecture and Film in the City.<p> Each event will respond to the particularities of its context by understanding first the sites and their relation with the city. These sites will be located in the four quadrants of Washington DC- NE, SE, SW and NW- and they will be consider as different communities that, by keeping their own idiosyncrasy, create one city. <p> The question of urban scale as well as the concept of detail as part of an architectural cosmology will be present throughout the process of the thesis by the alternation of micro and macro analysis of each stage of the research. The question of scale will be present as well when comparing the four projects with their differences in shape and size. <p> Characterization and monstrosity as architectural concepts will be incorporated into the project too, by understanding the role of Architecture in the city and what it wants to show or â monstrareâ to its inhabitants.<br>Master of Architecture

Rezensiertes Werk: Benaim: Annette: Sixteenth-Century Judeo-Spanish Testimonies. An Edition of Eighty-four Testimonies from the Sephardic Responsa in the Ottoman Empire. - Leiden: Brill 2012. XXVI. 576 S. - (= Études sur le Judaïsme Médiéval, Bd. 52)

The objective of this dissertation is to review the discrepancies between Concert Sans Orchestre and Grande Sonate edited by Ernst Herttrich, Grosse Sonate No.3 Op.14 Erste and Zweite Ausgabe edited by Clara Schumann of Robert Schumann's No.3 Op.14, providing assistance for performers by clarifying inconsistencies between the three editions. Information in reference to major aspects such as notes, rhythms, metronome marking and expression signs is presented. Examples of discrepancies found throughout the first movement are discussed in Chapter 3. Suggested solutions are followed by each example.

The current state of the social studies classroom comprises one of uninspired students using unexciting textbooks as their guide for learning U.S. history (Hope, 1996; NCES, 1993; Banks, 1990; Wakefield, 2006). With multiple intelligences gaining popularity in education, renewed hope exists for social studies to produce quality textbooks with differentiated instruction to reach all learners. The purpose was to design a rubric for measuring the presence of multiple intelligences structured tasks in teacher's editions of four 11th grade U.S. history textbooks. Using 1995 to 2007 as a purposeful sample of consistent authorships and similar publications, the study looked at teacher's editions of U.S. history textbooks to create a reliable and valid rubric for measuring the presence of multiple intelligences tasks in the teacher's editions of four high school history textbooks. Using this analytical rubric, the researcher analyzed trends of tasks offered in teacher's editions of textbooks to determine whether multiple intelligences tasks were being offered. Findings suggested that teacher's editions do reflect a MI/directive framework over a non-directive framework, with MI/directive tasks appearing much more frequently. However, linguistic/verbal tasks were more likely to appear as the MI/directive task of choice over other categories. Changes were noted in number of tasks found in mid-1990s editions to mid-2000s editions with a decrease in verbal/linguistic and spatial/visual tasks in The Americans. Yet Pathways to the Present saw an increase in spatial/visual tasks. Hence, it is implied that textbook publishers have not embraced MI whole-heartedly and have not met all learner's needs in terms of curriculum design. Furthermore, textbooks authors and publishers need to incorporate more variety in learning tasks to include other categories of multiple intelligences.

<p> When groups of people are represented in classification systems, potential exists for them to be structurally or linguistically subordinated, erased or otherwise misrepresented (Olson &amp; Schlegl, 2001). As Bowker &amp; Star (1999) have shown, the real-world application of classification to people can have legal, economic, medical, social, and educational consequences. The purpose of this research is to contribute to knowledge organization by showing how the epistemological stance underlying specific classificatory discourses interactively participates in the formation of concepts. The medical and legal discourses in three timeframes are examined using Foucauldian genealogical discourse analysis to investigate how their depictions of gender and epistemic foundations correspond and interplay with conceptualizations of similar concepts in four editions of the <i>Dewey Decimal Classification.</i> As knowledge organization research seeks solutions to manage the paradigm change from assumptions of universal knowledge to instability of knowledge, recognition of epistemological underpinnings of classification systems is necessary to understand the very real consequences of corresponding classifications of gender.</p>

This disquisition provides a modern performance edition of four Brazilian compositions for trumpet and piano by Henrique Alves de Mesquita? (1830?1906) Fantasia para Piston [Fantasy for trumpet, 1854], Heitor Villa-Lobos?s (1887?1959) Vocalise-Estudo [Vocalise-etude, 1929], Invoca??o e Ponto [Invocation and point] by Osvaldo Costa de Lacerda (1927-2011), and Edmundo Villani-Cortes?s (b. 1930) Concerto for Trumpet and Piano (2004). I include a biography of all of the composers, a descriptive analysis of the compositions, and tables of critical notes regarding the editions. This study also provides a historical account of trumpet in Brazil to contextualize these four compositions and their composers. By doing so, I make available to the international trumpet community a new and exciting addition to trumpet literature and raise awareness about the existence and quality of Brazilian music that is still largely unknown.

碩士<br>國立臺北教育大學<br>數學暨資訊教育學系(含數學教育碩士班)<br>99<br>This research focuses on the materials of ‘fractions’, ‘area’, ‘vertical and parallel’ in fourth grade of National-Edition mathematics textbooks. Based on the curriculum guidelines competence indicators by grade (MOE, 2002), the researcher constructed the concept maps of ‘fractions’, ‘area’ , ‘vertical and parallel’ to explore the materials in textbooks. The researcher sorted out the curriculum guidelines compentence indicators by grade in regard to ‘fractions’, ‘area’ and ‘vertical and parallel’, then constructed these theme concept maps. In the process, the research team discussion and the interview are used to improve research reliability and validity. The results are as follows: According to the curriculum guidelines, the researcher constructed three ‘fractions’ concept maps, two ‘area’ concept maps, and three ‘vertical and parallel’ concept maps. In regard to ‘fractions’ concept, the definition of terms ‘Mixed fractions’ is not found in the curriculum guidelines, and nor clear enough in the textbooks. In regard to ‘fractions operation’, the fractions with denominator 100 or 1000 should be included in the addition and subtraction listed in the curriculum guidelines for the purpose of linking with the decimal, there is no such layout in the textbooks. In regard to ‘fractions comparison’, it is organized in the textbooks better than it in the curriculum guidelines. In regard to ‘area’, the concept of the same rectangular area but not necessarily the same shape should be disscussed, which listed in the curriculum guidelines, but it is not found in the textbooks. In regard to ‘vertical and parallel’, the definition and examples of ‘vertical’ in the textbooks are better than it in the curriculum guidelines. In regard to ‘drawing of plane figure’, there is a clear step of drawing in the textbooks, but there is not lead with that in the curriculum guidelines.

This research report attempts to identify the relationship between subtests of the Wechsler Intelligence Scale for Children (WISC-IV) and reading, using the Neale Analysis of Reading – Revised (NEALE-R). The subtests of the WISC-IV used for this study are Vocabulary, Similarities, Comprehension, Word Reasoning and Digit Span. These subtests have similar properties to the skills needed for reading. The study included a sample of 33 Grade 2 boys and girls attending an English-medium, private school in Gauteng. Parametric and non parametric tests were run on the sample due to the small size of the sample. Results showed statistically significant relationships between variables like the Word Reasoning, subtest and the Similarities subtests. Analyses were also run separately on the gender groups to determine any correlations between specific gender and reading ability. Significant correlations were found between the Similarities subtest of the WISC-IV and the Accuracy subtest of the Neale-R; and Word Reasoning on the WISCIV and Comprehension on the Neale-R. However overall on gender analysis showed a decrease in difference on performance levels between boys and girls.

abstract: The Native American population is severely underrepresented in empirical test validity research despite being overrepresented in special education programs and at an increased risk for special educational evaluation. This study is the first to investigate the structural validity of the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) with a Native American sample. The structural validity of the WISC-IV was investigated using the core subtest scores of 176, six-to-sixteen-year-old Native American children referred for a psychoeducational evaluation. The exploratory factor analysis procedures reported in the WISC-IV technical manual were replicated with the current sample. Congruence coefficients were used to measure the similarity between the derived factor structure and the normative factor structure. The Schmid-Leiman orthogonalization procedure was used to study the role of the higher-order general ability factor. Results support the structural validity of the first-order and higher-order factors of the WISC-IV within this sample. The normative first-order factor structure was replicated in this sample, and the Schmid-Leiman procedure identified a higher-order general ability factor that accounted for the greatest amount of common variance (70%) and total variance (37%). The results support the structural validity of the WISC-IV within a referred Native American sample. The outcome also suggests that interpretation of the WISC-IV scores should focus on the global ability factor.<br>Dissertation/Thesis<br>Ph.D. Educational Psychology 2011

abstract: Standardized intelligence tests are some of the most widely used tests by psychologists. Of these, clinicians most frequently use the Wechsler scales of intelligence. The most recent version of this test for children is the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV); given the multiple test revisions that have occurred with the WISC, it is essential to address evidence regarding the structural validity of the test; specifically, that the internal structure of the test corresponds with the structure of the theoretical construct being measured. The current study is the first to investigate the factor structure of the WISC-IV across time for the same individuals. Factorial invariance of the WISC-IV was investigated using a group of 352 students eligible for psychoeducational evaluations tested, on average, 2.8 years apart. One research question was addressed: Does the structure of the WISC-IV remain invariant for the same individuals across time? Using structural equation modeling methods for a four-factor oblique model of the WISC-IV, this study found invariance at the configural and weak levels and partial invariance at the strong and strict levels. This indicated that the overall factor structure remained the same at test and retest with equal precision of the factor loadings at both time points. Three subtest intercepts (BD, CD, and SI) were not equivalent across test and retest; additionally, four subtest error variances (BD, CD, SI, and SS) were not equivalent across test and retest. These results indicate that the WISC-IV measures the same constructs equally well across time, and differences in an individual's cognitive profile can be safely interpreted as reflecting change in the underlying construct across time rather than variations in the test itself. This allows clinicians to be more confident in interpretation of changes in the overall cognitive profile of individual's across time. However, this study's results did not indicate that an individual's test scores should be compared across time. Overall, it was concluded that there is partial measurement invariance of the WISC-IV across time, with invariance of all factor loadings, invariance of all but three intercepts, and invariance of all but four item error variances.<br>Dissertation/Thesis<br>Ph.D. Educational Psychology 2012

abstract: The Wechsler Intelligence Scale for Children &ndash; ; Fourth Edition (WISC &ndash; IV) is one of the most popular intelligence tests used for special education eligibility purposes in the United States. Despite the large prevalence of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD), the factor structure of the WISC &ndash; IV among this population has not been explored. Thus, the factor structure of WISC &ndash; IV scores among students with ADHD was investigated via replicatory factor analysis followed by a comparison with the factorial structure of the normative sample using the coefficient of congruence. The four factor model proposed by Wechsler was consistent with the factor structure found in the sample of students with ADHD for all subtests except Picture Concepts and Matrix Reasoning. The Verbal Comprehension and Processing Speed factors appeared to measure the same construct in the study sample as in the normative sample, while the Perceptual Reasoning and Working Memory factors were only fairly similar to the normative sample. It is recommended that clinicians interpret Perceptual Reasoning and Working Memory index scores of students with ADHD cautiously. Limitations of the study, future directions for research, and implications for practitioners are discussed.<br>Dissertation/Thesis<br>M.A. Educational Psychology 2011

何志華.<br>書名原題: 第四版金文編附錄「文字」考辨.<br>手稿本, 複本據手稿本影印.<br>Thesis (M.A.)--香港中文大學.<br>Shu ming yuan ti: di si ban jin wen bian fu lu "Wen zi" kao bian.<br>Shou gao ben, fu ben ju shou gao ben ying yin.<br>Includes bibliographical references (leaves 369-371.5).<br>He Zhihua.<br>Thesis (M.A.)--Xianggang Zhong wen da xue.<br>Chapter 第一章： --- 緒言 --- p.1-2<br>Chapter 第二章： --- 圖形文字本質辨析 --- p.3-98<br>Chapter 第三章： --- 金文編處理圖形文字方法的得失 --- p.99-135<br>Chapter 第四章： --- 金文編附錄上下的區別準則 --- p.136-151<br>Chapter 第五章： --- 圖形文字非族名用例考察<br>Chapter 5.1： --- 尊稱<br>Chapter 5.1.1： --- 子某 --- p.152-203<br>Chapter 5.1.2： --- 婦某 --- p.204-233<br>Chapter 5.1.3： --- 某母／某女 --- p.234-242<br>Chapter 5.2： --- 職稱<br>Chapter 5.2.1： --- 亞某 --- p.243-298<br>Chapter 5.2.2： --- 冊某 --- p.299-323<br>Chapter 5.2.3： --- 小臣某 --- p.324-335<br>Chapter 5.2.4： --- 臣某 --- p.336-343<br>Chapter 5.3： --- 地名用例 --- p.344-347<br>Chapter 5.4： --- 器物名用例 --- p.348-351<br>Chapter 第六章： --- 結論 --- p.352-371<br>附錄：圖形文字用例表 --- p.372-501

許經豪.<br>手稿本, 複本據手稿本影印.<br>Thesis (M.A.)--香港中文大學中國語言及文學學部.<br>Shou gao ben, fu ben ju shou gao ben ying yin.<br>Includes bibliographical references (leaves 535-562).<br>Xu Jinghao.<br>Thesis (M.A.)--Xianggang Zhong wen da xue Zhongguo yu yan ji wen xue xue bu.<br>Chapter 第一章 --- 緒言 --- p.1-35<br>Chapter 第二章 --- 「圖形文字」隸入正編新增字頭考辨 --- p.36-111<br>Chapter 第三章 --- 第三版《金文編》「附錄下」字隸入正編新增字頭考辨 --- p.112-312<br>Chapter 第四章 --- 第三版《金文編》正編字形隸入正編新增字頭考述 --- p.313-524<br>Chapter 第五章 --- 總結 --- p.525-529<br>引用書目簡稱表 --- p.530-534<br>參考書目 --- p.535-547<br>參考論文目 --- p.548-562

碩士<br>國立中正大學<br>教育研究所<br>94<br>The purpose of the study is to understand the need of local teaching materials of the fourth grade in Chia-Yi city. After analyzing the process of editing, we want to probe into the advantages and disadvantages. The conclusion is as follows: 一、 The evaluation of need (一) There are lack of local pictures of Chia-Yi city among the textbooks of social studies in the fourth grade. In addition, it is very important to design local teaching materials. (二)While designing teaching materials, it is important to emphasize the teaching goal of“concerned about local geography and history.” (三)According the survey of teacher who teach social studies, there are lack of historical development, society transition, festivals, geography, and economy transition in local materials. Besides, teachers hope that they can get some service, such as, teaching materials, designing of teaching activities, demonstration, worksheet . 二、The process of editing and designing (一)The main cores are social subsidiary group and the main school. Members are teachers who come from the main school in social sphere. Then it takes about six months to edit. (一)The contents include teaching materials, designs, worksheet, andsupplement. (二)The working items are divided into three parts, includingrecruiting members, preparing, and editing. Besides, among the editing part, there are six steps that are divided from seven editing meetings. As for the teaching contents, there are four units, including geographical environment, historical development, economic development, festivals. 三、 The advantages are as follow: (一)Support from schools and other organizations: the main school in social sphere, administration in schools, National Academy for Educational Research, subsidiary groups from other cities and counties, members’ families, and community resources. (二)Resources collection: the local teaching materials of Chia-Yi city during 1993-2000, Internet, public libraries, and diverse pictures. (三) Members’ interaction and skills: fine group members’ partnership, a variety of teaching experience, teaching designs skills, and mobile support of photographing. 四、 The disadvantages are as follow: (一)Time limit and the lack of members. (二)A heavy burden to schools. (三)Facilities and equipment: the lack of editing experience, unfamiliar with Chia-Yi city, insufficient equipment, and deficient in operational skills, including computer hardware and software. (四)Collection arrangement of several teaching materials: difficult to collect age-old photographs, requiring much time and work to put data in order, the change of skill indicator and teaching goals, and copyright problems. According to the conclusion, giving specific suggestion to the editing groups and relevant research.

碩士<br>國立臺北教育大學<br>數學暨資訊教育學系(含數學教育碩士班)<br>98<br>This research analyzes and compares multiplication of fractions on the National-Edition Mathematics Textbooks, as well as discusses the material range, content sequence and authenticity. Versions of 51（1962）, 57（1968）, 64（1975）, 78（1989）and 82（1993）were analyzed using Content Analysis. Results were shown in a chart developed by the researcher. Data are analyzed and results are as follow: 1. On the content: The version of year 82（1993）is slightly different from other years, the rest are similar. The relationship between multiplicand, multiplier and odd number is collected in some of the versions. The proportion of meaning and algorithm differs from each version. 2. On the layout: Each version is different from each other, however all of the versions introduce the definition of multiplication of fractions before operations. 3. On authenticity: Most questions were “real situation” in each version except the version of 82(1993). There were more “authentic situation” than “real situation”. Finally, implications of the findings of this study were discussed, and recommendations were made to textbook editors and teachers.

碩士<br>國立臺北教育大學<br>數學暨資訊教育學系(含數學教育碩士班)<br>98<br>The purpose of the research discusses the elementary mathematics textbooks which were complied according to the curriculums of National-Edition in 1962, 1968, 1975 and 1993, as well as the mathematics textbooks revised according to the principal of moderate rationalization in 1989. The study compares the similarities and dissimilarities of the scopes in content, problematic structures and organizations in content in the elementary school ratio and proportion materials. The study used content analysis to compare and analyze the mathematics textbooks from five different periods by establishing analytic categories. The result on the scopes in content shows: First, the scopes of the curriculums in 1989 (revised edition) and 1993 on ratio and proportion are the most extensive. Second, regarding to the mathematics internal connection and the ratio and proportion teaching materials, the curriculums in 1962 and 1968 about “geometry” and “time measurement” are the most extensive, but the content seemed getting less. Third, regarding to the materials on ratio and proportion and the materials on “rational number”, the contents of the curriculums in 1962 and 1968 are the most extensive, but the acceptance and rejection for the materials from the curriculums in 1975 to 1993 was found according to no rules. The result on the problematic structures shows that the materials for the curriculum in 1993 are more complete either on problematic situations or on structures of proportional type numbers. The result on the organization in content shows that the formations of the curriculums in 1962, 1968, 1975 and 1989 (revised edition) are linear. The curriculum in 1989(revised edition) has more correlation among different conceptions. The formation of the curriculum in 1993 is gyroidal, and the correlation among different conceptions in which is more distinct.

碩士<br>大葉大學<br>設計暨藝術學院碩士在職專班<br>101<br>ABSTRACT This research analyzed the teaching materials of music appreciation in the 4th stage textbook in arts and humanities learning areas. “The textbook of Hanlin version on 2012 elementary and junior high school textbook list” which was published by the Determination of Textbooks Information Networks of National Academy for Educational Research was selected as the study object by the researcher. The study tool is the “4th stage textbook music appreciation content analysis rubrics of the Arts and humanities learning areas”. It is expected to intensively understand the proportion, connotation and contents of the music appreciation in the 4th stage textbook of arts and humanities learning areas. The supplementary teaching materials collected by the researcher are integrated and used as reference and teaching material. According to the analysis result, conclusions are drawn as below: 1. The content proportion of music appreciation teaching materials: The percentage of music appreciation teaching materials is over 50%, which is the main part of the music appreciation textbook of Hanlin version of Arts and humanities learning areas. 2. The contents of music appreciation teaching materials: The contents of music appreciation teaching materials are mostly the analysis of music works, mainly focus on two parts of music elements and brief introduction to music. It can avoid the teaching of music appreciation becoming boring cognitive learning. In the meanwhile, it can avoid be superficial. 3. Music pieces for appreciation: The overall teaching materials of music appreciation are rich and diversified. They can help the students to be familiar with various and wide music culture and develop students’ correct appreciation attitude. Furthermore, it enables the students to accumulate aesthetic experience. Through the exploration of the proportion, connotation and contents of the music appreciation in the textbook of arts and humanities learning areas, the researcher found out that the contents of the 4th stage music textbooks of arts and humanities learning areas was changed from focus of music theory, music knowledge to appreciation and aesthetic education gradually. It is easy to see that music appreciation has gradually become the main trend in the music education in high school in our country. Key Words : Arts and Humanities,Textbook,Music Appreciation

碩士<br>台南應用科技大學<br>視覺傳達設計系碩士班<br>103<br>Textbooks are important tools to achieve educational goals in Taiwan, pass down Tai-wanese culture, and mold social values in Taiwan. An overview of existing studies of primary school science textbooks in Taiwan revealed that most studies are studies which compare text structures and logics from the perspective of researchers, learners, or users. However, few studies look into elements of design such as presentations and materials of textbook illustrations from the perspective of visual perception. In light of this, after compiling and discussing about relevant literature in the first stage, this study compared and organized types of plant images in all versions of grades 3-4 sci-ence textbooks as well as collected illustrations in all versions of grades 3-4 science textbooks as subjects of study in the second stage. The third stage of this study in-volved exploring and comparing functions and characteristics of different versions of grades 3-4 science textbooks as well as analyzing types, styles, and contents of text-book illustrations. Finally, according to the questionnaire results for analysis and dis-cussion, and to complete the study. The conclusions are as follows: 1.Illustrations in textbooks arrangement should focus on all kinds of media and expression, with a situation, close to student life; 2. Illustrations in textbooks should be picking suitable configurations; 3.Textbooks photo painting should present a single plant, in order to avoid misleading students; 4. Whereas grades 3-4 science textbook illustrations should be aesthetic with distinc-tive colors and interesting scenarios, excessive ornamentation should be avoided in order to suit students’ cognition; 5. The market-available books and periodicals are particularly as different as age range and property of use of textbook, should keep in mind the technique of expressing the style while editing; 6.Textbook edition and mar-ket-available dog''s-ear plant illustration put together to post a skill, the usage is less; 7. The grades three students likes the plant illustration tone simplification picture with colorful and cheery shape. The grades four students can accept a plant to design the technique up still need to be partial to concretely present while being partial to the ab-stract concept, but designing a plant shape. The findings can provide a reference for textbook designers and teachers for choosing teaching materials.

The hP’ags-pa script was created in the late 13th century (the early Yuan dynasty) which was intended to transliterate all the languages of the Mongol empire such as Tibetan, Uyghur and Chinese into a single writing system. Among all the Chinese hP’ags-pa materials, the primer Bǎijiā xìng 百家姓 [Surnames of the Hundred Families] (BJX) offered us extensive hP’ags-pa syllables and their corresponding Chinese characters. The BJX in hP’ags-pa script has four editions that are currently known to scholars. A careful comparison and examination of the four editions of the BJX text reveals three main types of errors in hP’ags-pa syllables: (1) The misuse of similar-looking letters; (2) Pure clerical errors; and (3) Errors in the transliteration of variant pronunciations. The variant transliterations in the C edition provide some clues to sound changes, including (1) The devoicing of voiced stops and fricatives and (2) The loss of the bilabial nasal coda [m]. Aside from the variant transliterations, the majority of errors are purely graphic and reflect a lack of knowledge about the writing system. An examination of the use of the hP’ags-pa script in the BJX text suggests several potential reasons for the failure of the script to come into common use. These include: (1) A misconception of the nature of the hP’ags-pa writing system; (2) An ineffective learning approach; (3) The discrepancy of phonological categories and phonetic values; and (4) The non-adaptability to the Chinese language.

A presente dissertação nasce da percepção acerca do surgimento de editoras independentes feitas por mulheres para publicar exclusivamente mulheres, nos últimos anos, no Brasil. A pesquisa empreendida visa compreender as relações entre edição independente e a chamada quarta onda feminista no Brasil contemporâneo, investigando como e por qual motivo se dá o diálogo entre estes dois movimentos. Para a definição de bases teóricas, são examinados os conceitos de independente e de feminismo, cruzandoos com o conceito de edição. A análise de dois casos, a editora Aliás e o projeto Mulheres que Escrevem, complementa a pesquisa, apontando perspectivas práticas e atuais da edição feminista no Brasil.<br>This dissertation arises from the perception that in recent years, there has been an emergence of independent small publishers made by women to publish exclusively women, in Brazil. The aim is to understand the relationship between small independent publishing and the so-called fourth-wave feminism in contemporary Brazil, investigating how and for what reasons the dialogue between these two movements takes place. To define theoretical bases, the concepts of independent publishing and feminism are examined, as well as their relations to concept of editing. Two cases studies, on the small publisher Aliás and on Mulheres que Escrevem project, complement the research and point out practical and current perspectives of the feminist publishing and editing in Brazil.