Dissertations / Theses on the topic 'Primacy and recency'
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Bayley, Peter Joseph. "Serial position effects in Alzheimer's disease and a related animal model." Thesis, Oxford Brookes University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325468.
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Tan, Lydia H. T. "Serial position effects in free recall." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327061.
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Kerr, June R. "The recency to primacy shift : an experimental investigation of serial position curves in visual memory." Thesis, University of Essex, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265027.
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Ervamaa, Mekahal Iina. "Seriepositionseffekt vid Alzheimers sjukdom och lindrig kognitiv störning." Thesis, Stockholms universitet, Psykologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-97991.
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I verbala minnestester brukar friska individer komma ihåg flera ord från början och från slutet av ordlistan (primacy- och recency-effekt) än från mitten av den. Detta fenomen kallas för seriepositionseffekt. Recency-effekten anses bero på arbetsminnet, medan episodiska minnet ansvarar för primacy-effekten. Svårigheter med episodiska minnet är ofta det första symtomet vid begynnande Alzheimers sjukdom. Femtiosju testprotokoll av Rey AVLT varav en tredjedel kom från patienter med Alzheimers sjukdom, en tredjedel från personer med diagnosen lindrig kognitiv störning och en tredjedel från friska kontrollpersoner, undersöktes med flera poängsättningsmetoder baserade på seriepositionseffekten, för att se om någon metod skapade tydligare skillnader mellan diagnosgrupperna än den sedvanliga poängsättningen. Resultatet av alternativa poängsättningsmetoder skilde sig överlag mindre än förväntat från den sedvanliga poängsättningen. Enbart primacy gav tydligt sämre resultat, medan metoder som ger poäng för alla ord förutom recency gav i vissa fall något bättre resultat än den sedvanliga poängsättningen.
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Sereevinyayut, Piya. "On estimate aggregation : studies of how decision makers aggregate quantitative estimates in three different cases." Doctoral thesis, Universitat Pompeu Fabra, 2013. http://hdl.handle.net/10803/125062.
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This dissertation examines how people aggregate quantitative advices to reach their own estimates. Each chapter explores a different situation that could affect how advices are evaluated, and consequentially how advices will be combined. The first chapter demonstrates that people measure advices' extremity degrees by anhoring upon the advice set's median. It also shows that, unlike multiplicative scaling, additive scaling of advices affects how outliers are perceived. The second chapter deals with advices that are obtained serially. The results reveals that whether people execute the aggregation sequentially or only once at the end of the series affects how an outlier in the series is detected and combined. The third chapter studies how people revise their own estimates with advices of others, and finds that people revise more if they appear a dissensus. Consequentially having multiple advices can attenuate of the effect of egocentricity and improve accuracy of revisions compared to having only a single adviceAquesta tesi estudia com les persones agreguen consells quantitatius per arribar a les seves pròpies estimacions. Cada capítol explora una situació diferent que podria afectar com s'avaluen els consells, i en conseqüència com es combinen aquests consells. El primer capítol demostra que les persones mesuren els graus extrems dels consells per ancoratge a la mediana del conjunt de consells. També es mostra que, en comptes d’una escala multiplicadora,l’ escala additiva dels consells afecta a com es perceben els valors atípics. El segon capítol tracta de consells que s'obtenen en sèrie. Els resultats revelen que si les persones executen l'agregació seqüencialment o només una vegada al final de la sèrie, afecta a com es detecten i es combinen els valors atípics en la sèrie. El tercer capítol estudia com les persones revisen les seves estimacions a partir consells dels altres, i es troba que les persones revisen més si es troben en un dissens. Conseqüentment, tenir consells múltiples pot atenuar l'efecte d'egocentrisme i millorar la precisió de les revisions si es compara en tenir només un únic consell.
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Browncross, Helen Anna. "The role of the primate frontopolar cortex in mnemonic and choice behaviour." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:2807879b-e535-474c-b884-fa4c3c5296ab.
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The role of the primate frontopolar cortex (FPC) has been investigated using human neuroimaging, lesion and disruption techniques. The results of these investigations have led to a variety of theories regarding the function of this region. It has been linked to the formation of task sets, the performance of multiple tasks, reasoning, context-specific memory (including episodic memory, prospective memory and source memory), attention to internally or externally generated information, mentalising and decision-making. It has not previously been possible to study this area using animal lesion techniques. Here, behavioural experiments conducted using non-human primates (rhesus macaque monkeys) who have received lesions to the frontal pole investigate the contribution of this region to context-specific memory, decision-making and social cognition. Functional magnetic resonance imaging (fMRI) is used to investigate changes in functional network connectivity which occur after lesions to this region. A long-lasting impairment is observed in contextual memory judgements (specifically, how recently a stimulus was encountered) after lesions to the frontal pole. An analysis of the influence of the outcomes of previous choices on behaviour on an analogue to the Wisconsin Card Sorting Test (WCST) indicate that monkeys with lesions to area 10 may be less influenced by the outcomes of an extended history of rewards than control animals. Long-lasting widespread disruption to functional networks after lesions to this region indicate that indirect anatomical connections from this region to posterior areas play a crucial role in the normal functioning of posterior networks.
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Wang, Deli, Rayan Saab, Ozgur Yilmaz, and Felix J. Herrmann. "Recent results in curvelet-based primary-multiple separation: application to real data." Society of Exploration Geophysicists, 2007. http://hdl.handle.net/2429/565.
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In this abstract, we present a nonlinear curvelet-based sparsitypromoting
formulation for the primary-multiple separation
problem. We show that these coherent signal components can
be separated robustly by explicitly exploting the locality of
curvelets in phase space (space-spatial frequency plane) and
their ability to compress data volumes that contain wavefronts.
This work is an extension of earlier results and the presented
algorithms are shown to be stable under noise and moderately
erroneous multiple predictions.
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Cresdee, Michelle. "Dealing with curriculum change: how teachers perceive recent curriculum changes and the strategies they employ to cope with such change." Thesis, Cresdee, Michelle (2002) Dealing with curriculum change: how teachers perceive recent curriculum changes and the strategies they employ to cope with such change. Masters by Research thesis, Murdoch University, 2002. https://researchrepository.murdoch.edu.au/id/eprint/30/.
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The current study attempted to identify conditions that affect the manner in which Western Australian primary school teachers perceive recent curriculum changes; the types of support they access; and the relative usefulness of this support. Based on preliminary findings in the first phase of this study and the research literature it was expected that teacher self-efficacy, teacher characteristics such as age and years of teaching, and school context such as the level of 'innovativeness' would prove to be influential in the process of implementing new initiatives. A model expressing the relationships between these concepts was developed and evaluated in the second phase of this study. This study is important for two reasons. It focused on Western Australian primary school teachers, whereas most previous research focused on high school teachers, and it explored ways to help teachers deal with future changes instead of simply identifying their responses to changes. It is therefore hoped that the education system will be more informed and better able to provide appropriate support for teachers when faced with future reforms.
The study was conducted in two parts. The purpose of phase one was to become familiar with the current circumstances of teachers in relation to curriculum change. By focusing on the attitudes and behaviours of teachers from 'innovative' schools it was thought more could be learned than in schools that maintain the status quo. Qualitative methods of semi-structured interviews, informal observations and the analysis of websites and school documents were utilised throughout this phase. The second phase of the study employed a quantitative approach, based on the findings of the first phase, specifically a process of questionnaire construction and distribution throughout the defined population.
A number of cautious conclusions have been made within the limits of this study. Firstly, the most useful type of professional development for teachers involves teachers interacting with each other. Teachers need time to discuss issues and share their successes. However, Action Research as a means of professional development is currently under utilised. It was discovered that most teachers were positive towards curriculum change, yet an overwhelming workload has proved a formidable barrier to new initiatives. In addition, most teachers will modify initiatives to meet the needs of their students and to fit in with their existing orientations. Consequently, school structures need to become more flexible to encourage teachers to engage in innovative practices. Interestingly, the self-efficacy of a teacher influences the way they perceive and cope with curriculum change, however teacher characteristics, such as age and the number of years teaching, did not yield substantially different results when teachers were categorised along these dimensions. School context, as defined by the level of 'innovativeness', did produce differential results in terms of teacher attitudes and responses to curriculum change, and the type of professional development accessed. Finally, schools may need to involve parents and the wider school community in the school level decision-making processes if they truly are to become ' learning communities'.
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Cresdee, Michelle. "Dealing with curriculum change : how teachers perceive recent curriculum changes and the strategies they employ to cope with such change /." Cresdee, Michelle (2002) Dealing with curriculum change: how teachers perceive recent curriculum changes and the strategies they employ to cope with such change. Masters by Research thesis, Murdoch University, 2002. http://researchrepository.murdoch.edu.au/30/.
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The current study attempted to identify conditions that affect the manner in which Western Australian primary school teachers perceive recent curriculum changes; the types of support they access; and the relative usefulness of this support. Based on preliminary findings in the first phase of this study and the research literature it was expected that teacher self-efficacy, teacher characteristics such as age and years of teaching, and school context such as the level of 'innovativeness' would prove to be influential in the process of implementing new initiatives. A model expressing the relationships between these concepts was developed and evaluated in the second phase of this study. This study is important for two reasons. It focused on Western Australian primary school teachers, whereas most previous research focused on high school teachers, and it explored ways to help teachers deal with future changes instead of simply identifying their responses to changes. It is therefore hoped that the education system will be more informed and better able to provide appropriate support for teachers when faced with future reforms.
The study was conducted in two parts. The purpose of phase one was to become familiar with the current circumstances of teachers in relation to curriculum change. By focusing on the attitudes and behaviours of teachers from 'innovative' schools it was thought more could be learned than in schools that maintain the status quo. Qualitative methods of semi-structured interviews, informal observations and the analysis of websites and school documents were utilised throughout this phase. The second phase of the study employed a quantitative approach, based on the findings of the first phase, specifically a process of questionnaire construction and distribution throughout the defined population.
A number of cautious conclusions have been made within the limits of this study. Firstly, the most useful type of professional development for teachers involves teachers interacting with each other. Teachers need time to discuss issues and share their successes. However, Action Research as a means of professional development is currently under utilised. It was discovered that most teachers were positive towards curriculum change, yet an overwhelming workload has proved a formidable barrier to new initiatives. In addition, most teachers will modify initiatives to meet the needs of their students and to fit in with their existing orientations. Consequently, school structures need to become more flexible to encourage teachers to engage in innovative practices. Interestingly, the self-efficacy of a teacher influences the way they perceive and cope with curriculum change, however teacher characteristics, such as age and the number of years teaching, did not yield substantially different results when teachers were categorised along these dimensions. School context, as defined by the level of 'innovativeness', did produce differential results in terms of teacher attitudes and responses to curriculum change, and the type of professional development accessed. Finally, schools may need to involve parents and the wider school community in the school level decision-making processes if they truly are to become ' learning communities'.
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DESSOY, Edgar Santos Medeiros. "Programa do Biodiesel no Estado de Pernambuco: situação recente e perspectivas das matérias-primas." Universidade Federal Rural de Pernambuco, 2010. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/4500.
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The Biofuel Use and Production National Program (PNPB) is a public policy that comprises the energy area, based on three main topics: social, economical and environmental. The social part was always a direct concern to Northeast, were it was opted for the castor oil plant culture, that could assist the family agriculture and the social inclusion, based on a study of BNB. The castor oil plant was chosen and it generated a lot of expectation in the Northeast area because it was the hope to remove millions of people from poverty. The present work aims to analyze the biofuel production, starting from the family agriculture, and to verify its difficulties, such as the cultivation of the raw materials. It also shows the lack of diversification of the cultures, of technical support, and a still rudimentary agriculture. The work focuses in the productive system and the commercial organization form as essential for the success of the program. Descriptive research was the used methodology, using the static-comparative method. It tries to understand why the oleaginous plants don't give the satisfactory answers in production and productivity. The relationship of price, cost and income was verified; as well as the reasons why the family agricultures have low productive and commercial organization capacity. In the analysis of the study, the PNPB is evaluated, always comparing the regional numbers with Pernambuco’s. The program is analyzed starting from established goals for the raw materials, especially to the castor oil plant. It verifies what was accomplished already and the present situation. Finally, raw materials options, that could be used in the state were suggested.
O Programa Nacional de Produção e Uso do Biodiesel (PNPB) é uma política pública que atende à área energética, amparada em três vertentes: social, econômica e ambiental. A parte social sempre foi a preocupação direcionada ao Nordeste, onde se optou pela mamona, uma cultura que pudesse atender à agricultura familiar e à inclusão social, tendo por base um estudo do BNB. A mamona foi escolhida e gerou muita expectativa na região porque era a esperança para ajudar a retirar muitas pessoas da miséria. O presente trabalho tem por objetivo analisar a produção de biodiesel a partir da agricultura familiar e verificar suas dificuldades, tais como o cultivo das matérias-primas, a falta de diversificação de culturas, a carência de assistência técnica, e uma agricultura ainda rudimentar. O trabalho enfoca o sistema produtivo e a forma de organização comercial como essenciais para o sucesso do Programa. A metodologia utilizada é a de pesquisa descritiva, utilizando o método estático-comparativo. Procura-se entender por que as oleaginosas não dão as respostas satisfatórias em produção e produtividade; verifica-se a relação de preço, custo e a renda, bem como os motivos pelos quais os agricultores familiares têm baixa capacidade de organização produtiva e comercial. Na análise do estudo, avalia-se o PNPB sempre comparando os números regionais com os do estado de Pernambuco. O Programa foi analisado a partir de metas estabelecidas para as matérias-primas, em especial à mamona. Verificou-se o que já foi realizado e a situação presente. Finalmente, opções de matérias-primas que podem ser aproveitadas no estado foram sugeridas.
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net, cresdee@cresdee, and Michelle Cresdee. "Dealing with curriculum change : how teachers perceive recent curriculum changes and the strategies they employ to cope with such change." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051209.134727.
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The current study attempted to identify conditions that affect the manner in which Western Australian primary school teachers perceive recent curriculum changes; the types of support they access; and the relative usefulness of this support. Based on preliminary findings in the first phase of this study and the research literature it was expected that teacher self-efficacy, teacher characteristics such as age and years of teaching, and school context such as the level of 'innovativeness' would prove to be influential in the process of implementing new initiatives. A model expressing the relationships between these concepts was developed and evaluated in the second phase of this study. This study is important for two reasons. It focused on Western Australian primary school teachers, whereas most previous research focused on high school teachers, and it explored ways to help teachers deal with future changes instead of simply identifying their responses to changes. It is therefore hoped that the education system will be more informed and better able to provide appropriate support for teachers when faced with future reforms.
The study was conducted in two parts. The purpose of phase one was to become familiar with the current circumstances of teachers in relation to curriculum change. By focusing on the attitudes and behaviours of teachers from 'innovative' schools it was thought more could be learned than in schools that maintain the status quo. Qualitative methods of semi-structured interviews, informal observations and the analysis of websites and school documents were utilised throughout this phase. The second phase of the study employed a quantitative approach, based on the findings of the first phase, specifically a process of questionnaire construction and distribution throughout the defined population.
A number of cautious conclusions have been made within the limits of this study. Firstly, the most useful type of professional development for teachers involves teachers interacting with each other. Teachers need time to discuss issues and share their successes. However, Action Research as a means of professional development is currently under utilised. It was discovered that most teachers were positive towards curriculum change, yet an overwhelming workload has proved a formidable barrier to new initiatives. In addition, most teachers will modify initiatives to meet the needs of their students and to fit in with their existing orientations. Consequently, school structures need to become more flexible to encourage teachers to engage in innovative practices. Interestingly, the self-efficacy of a teacher influences the way they perceive and cope with curriculum change, however teacher characteristics, such as age and the number of years teaching, did not yield substantially different results when teachers were categorised along these dimensions. School context, as defined by the level of 'innovativeness', did produce differential results in terms of teacher attitudes and responses to curriculum change, and the type of professional development accessed. Finally, schools may need to involve parents and the wider school community in the school level decision-making processes if they truly are to become ' learning communities'.
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Menoyo, Díaz M. Pilar. "Analisi del procés de realització i tutorització dels treballs d'investigació a secundària: propostes didàctiques per millorar la competència en recerca de l'alumnat." Doctoral thesis, Universitat Autònoma de Barcelona, 2013. http://hdl.handle.net/10803/121593.
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El present treball tracta de mostrar, descriure i analitzar aspectes que el professorat hauríem de tenir present en ensenyar l’alumnat de secundària a aplicar processos d’investigació, des de com comptar amb la seva motivació per iniciar un treball de recerca fins arribar a la comunicació pública dels resultats obtinguts.
Els aspectes en què hem incidit especialment són: tenir present la idea inicial que tenen els alumnes en iniciar el seu treball d’investigació sobre què significa ciència i activitat científica, tenir present les dificultats que es van trobant en el camí, donar oportunitats per aplicar habilitats pròpies de la investigació, comptar amb la importància de l’avaluació, l’autoavaluació i l’avaluació entre iguals, i tenir present les emocions que es manifesten d’una manera o altra al llarg de tot el procés.
Pretenem analitzar i valorar, la idoneïtat i interès de les opcions didàctiques en les que hem incidit, concretament en la importància del treball cooperatiu i el tractament de l’avaluació, així com la gradació de les habilitats investigadores al llarg de l’ESO, que hem anant incorporant des de l’òptica de la recerca-acció des del curs 2001-02, fins l’actualitat.
Les conclusions a les que arribem són producte d’una revisió documental i d’una anàlisi de dades procedents, per una part d’alumnat nostre, que hem tingut al llarg de tota la secundària i el batxillerat durant els anys 2001-2011, així com d’altres alumnes amb els quals d’una manera o altra hem tingut relació. I per altra part, de professorat, tant de companys de feina com d’altres amb els quals hem tingut relació en cursos de formació i en diferents trobades de comunicació de treballs d’investigació.The aim of this research is to show, describe and analyse aspects that teachers should take into consideration when teaching secondary students about carrying out research processes. This process starts with motivating them in order to start a research and ends with the public communication of their research's results. Some aspects which we have studied are: taking into account student's prior conception about what science and scientific activity means; considering the difficulties that may arise during the process; providing opportunities in which research abilities may be applied; emphasising the importance of the assessment, self-assessment and peer assessment; and taking into account the emotions that may show up during the whole process. Our aim is to analyse and assess the suitability and interest of the didactic options which we have studied and have been adopting from a participation-research perspective since 2001-02 course till present time: the importance of cooperative work and the consideration of the assessment, as well as the research skills' gradation during secondary studies. Our conclusions are based on a documentary review and the analysis of data gathered from two different sources: on the one hand, from part of our students between 2001 and 2011, as well as some other students we have been related to in some other way; and on the other hand, from other teachers, either work colleagues or teachers which we have been related to after several courses or research's gatherings.
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Bennett, John Arnall. "An exploration of the philosophy and interrelations between personal, social, moral and religious education in state primary schools and the implications of recent educational reforms on their position, philosophies and methodologies." Thesis, University of Hull, 1994. http://hydra.hull.ac.uk/resources/hull:6915.
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Rangsjö, Nadia. "Skapelsen : En studie om presentationen av skapelseberättelser i läromedel på 1960-, 1990 och 2000-talet." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29476.
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I detta examensarbete undersöker jag hur de två första skapelseberättelserna i Bibeln samt skapelseberättelserna i den babyloniska och kanaáneiska mytologin skildras i läromedel på 1960-, 1990- och 2000-talet. Syftet med studien var att undersöka hur skapelseskildringarna i första Mosebok skildras i läromedlen samt om de jämförs med tidigare skapelseberättelser i Främre Orienten. Studien syftade även till att se huruvida det skett förändringar i skildringen under årtiondena. I min bakgrund kommer jag först att presentera en överblick över den samhälleliga och religiösa kontexten som de människor i den dåtida främre orienten verkade i. Då detta är tillkomstområde för skapelseberättelserna i Enuma Elish, den kanaáneiska mytologin och Genesis syftar min presentation till att lättare kunna förstå hur de kan ha påverkat varandra. Metoden jag valde att använda är en komparativ kvalitativ analys av tre läromedel från 1960-talet, tre från 1990-talet och tre från 2000-talet. Resultatet har därefter presenterats i enlighet med den systematiserande undersökningsmetod jag har använt mig av. Syftet med den systematiserande undersökningen var att få en tydlig översikt över möjliga förändringar men även för att på ett enkelt sätt kunna behandla resultatet. Studiens resultat visade att läromedel på 1960-talet hade tydligare skildring och mer historiskt innehåll, medan på 1990-talet skildras den bibliska skapelsen mer som en saga med få texter om den historiska bakgrunden. Fokus i läromedel på 2000-talet låg på att skildra syftet med skapelseberättelserna mer än dess innehåll.In this essay, I examine how the first two creation stories in the Bible and creation stories of the Babylonian and Canaanean mythology are portrayed in the teaching materials in the 1960s, 1990s and 2000s. The purpose of the study was to investigate if the creation stories in Genesis are mentioned in the school textbooks and if they are compared with earlier creation stories in the Near East. The study also aimed to see whether there have been changes in the portrayal over the decades. In my background, I will first present an overview of the social and religious context in which the people of the contemporary Near East lived in. As this is the geographical area of origin for the creation stories in the Enuma Elish, the Canaanean mythology and Genesis, the purpose of my background presentation is to make it easier to understand how they may have influenced each other. The method I chose is a comparative qualitative analysis of three teaching materials from the 1960s, three from the 1990s and three from the 2000s. The result is then presented in accordance with the systematizing research method I have used. The purpose of systematizing the survey was to get a clear overview of possible changes, but also as an easy way to process the results. The study results showed that the study materials in the 1960s had clearer depiction and more historical content, while in the 1990s the biblical creation are more described like a fairy tale, with few texts about the historical content. The focus of the study materials in the 2000s was on portraying the purpose of the creation stories over the content.
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Pineda, i. Ricart Rubèn. "El procés d'adquisició de la noció de VOLUM. Una recerca basada en la pràctica sobre les capacitats espacials i el pensament tridimensional, per al seu desenvolupament a l'Educació Primària." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/405996.
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En aquesta tesi doctoral es dóna compte de la investigació respecte del procés d'adquisició de la noció de VOLUM, una recerca basada en la pràctica sobre les capacitats espacials i el pensament tridimensional, tenint per objectiu el desenvolupament de la Intel·ligència Múltiple Espacial a l'Educació Primària.
La pràctica docent i la teoria acadèmica s'interrelacionen per investigar participativament amb els nens i les nenes de 6 i 7 anys. Mitjançant exercicis proposats en relació als seus dibuixos i les seves construccions, hem construït noves interpretacions d'aquests fenòmens.
Aquest treball conclou amb recomanacions didàctiques i pedagògiques, recolzades en l'oferiment d'una teoria fonamentada, i en la seva inserció en relació a interpretacions prèvies: artístiques, psicològiques, neurocientífiques i matemàtiques.This doctoral thesis gives an account of the investigation about the process of acquiring the notion of VOLUME, a practice-based research on spatial capacities and three-dimensional thinking, aiming the development of Spatial Multiple Intelligence in Primary Education. Teaching practice and academic theory engage to investigate collaborativelly with 6 to 7 years old's students. Thanks to proposed exercises in relation with their drawings and constructions, we have constructed new interpretations of these phenomena. This work concludes with didactic and pedagogical recommendations, supported by a grounded theory and its insertion in relation to previous interpretations: artistic, psychological, neuroscientific and mathematical.
En esta tesis doctoral se da cuenta de la indagación respecto al proceso de adquisición de la noción de VOLUMEN, una investigación basada en la práctica sobre las capacidades espaciales y el pensamiento tridimensional, teniendo como objetivo el desarrollo de la Inteligencia Múltiple Espacial en la Educación Primaria. La práctica docente y la teoría académica se interrelacionan para investigar participativamente con los niños y niñas de 6 a 7 años. Mediante ejercicios propuestos en relación a sus dibujos y a sus construcciones, hemos construido nuevas interpretaciones de estos fenómenos. Este trabajo concluye con recomendaciones didácticas y pedagógicas apoyadas en el ofrecimiento de una teoría fundamentada, y en su inserción en relación a interpretaciones previas: artísticas, psicológicas, neurocientíficas y matemáticas.
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Schulz, Axel. "The immune response to yellow fever vaccination in aged individuals." Doctoral thesis, Humboldt-Universität zu Berlin, Lebenswissenschaftliche Fakultät, 2016. http://dx.doi.org/10.18452/17562.
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Mit zunehmendem Alter verringert sich die Fähigkeit des menschlichen Organismus Infektionen erfolgreich zu bekämpfen und, z.B. nach Impfung, einen protektiven Schutz aufzubauen. Es wird vermutet, dass die Alterung des Immunsystems eine Rolle dabei spielt. Wichtige Ergebnisse liefern dazu vor allem tierexperimentelle Studien, welche jedoch die Komplexität menschlicher Immunität nur bedingt abbilden. Nur ansatzweise erforscht ist der Einfluss immunologischer Alterungsprozesse auf die primäre Immunantwort im Menschen. Um ein besseres Verständnis über primäre Immunantworten im Alter zu erlangen, haben wir junge (n=11, Med=26 Jahre) und ältere (n=12, Med=60 Jahre) Erwachsene mit einem viralen Erreger experimentell infiziert und die akute Immunreaktion und Entwicklung langlebiger Protektion eingehend untersucht. Dafür verwendeten wir den attenuierten Lebendimpfstoff gegen Gelbfieber, der ein hervorragendes Modelsystem darstellt um anti-virale Primärantworten im Menschen zu erforschen. Wir konnten zeigen, dass ältere Impflinge weniger Gelbfiebervirus-(GFV)-neutralisierende Antikörper produzierten, schwächere GFV-spezifische CD8+ T-Zellantworten erzeugten und quantitativ als auch qualitativ veränderte GFV-spezifische CD4+ T-Zellantworten generierten. Zudem wiesen ältere Impflinge häufiger eine vergleichsweise späte Virämie auf. Unsere systembiologische Untersuchungen zeigten, dass die niedrige Zahl von frisch aus dem Thymus ausgewanderten naiven CD4+ T Zellen, sogenannten CD4+ Recent thymic emigrants, sowie der Mangel an dendritischen Zellen vor bzw. am Beginn der Infektion ausschlaggebend für die schlechtere Immunreaktion und niedrigere Langzeit-Immunität bei Älteren war. Daraus schließen wir, dass in älteren Menschen die Verfügbarkeit eines breiten Repertoires naiver CD4+ T-Zellen und eine effektive Induktion des angeborenen Immunsystems in der frühen Phase einer primären Infektion kritisch für die akute Abwehr viraler Erreger und die Ausbildung protektiver Immunität ist.The immunological competence to fight infections and to generate protective immunity, for example upon vaccination, progressively declines with advancing age. Although the aged immune system has been extensively studied at steady state and in aged animal models, there is only rudimentary understanding on how aging affects the immune response to a primary infection in humans. Involving complex individual systemic immune properties, such investigations have been very challenging particularly with the given restrictions of experimental infections in humans. In our study, we explored age-related changes in human immunity during experimental, primary immunization with live-attenuated yellow fever (YF) vaccine. In 11 young (median age: 26 years) and 12 elderly (median age: 60 years) vaccinees, we assessed individual viral burden and compared humoral and cellular immunity by advanced flow cytometric analysis over the entire course of the acute infection and up to 3 years after it. We discovered that aged subjects developed fewer neutralizing antibodies, mounted diminished YF-specific CD8+ T-cell responses and showed quantitatively and qualitatively altered YF-specific CD4+ T-cell immunity. A comparatively late peak in YF viremia suggested impaired infection control and viral clearance in the elderly. Among numerous immune signatures, low in vivo numbers of naive CD4+ recent thymic emigrants (CD4+ RTE) prior immunization and peripheral dendritic cells (DCs) in the early phase of the innate response phase were indicative for reduced acute responsiveness and altered long-term persistence of human cellular immunity to YF vaccination in the elderly. Thus, we reveal by this study that essential elements of immune responses such as CD4+ RTEs and DCs affect productive immunity in the elderly, explaining conclusively diminished responsiveness to vaccination with neo-antigens and infection with de novo pathogens in aged people.
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Lübke, Jan. "Das verbale Arbeitsgedächtnis - Gedächtniseffekte, kortikale Kurzzeitplastizität und Strategieunterschiede." Doctoral thesis, 2011. http://hdl.handle.net/11858/00-1735-0000-000D-F1D0-D.
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Málková, Lenka. "Užití paměťových testů v diferenciální diagnostice časných stadií demence." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-313737.
Full textAbstract:
The theoretical part deals with issues of dementia, memory, primacy effect, recency effect, and the Auditory-Verbal Learning Test. The empirical part consists of quantitative research. The research sample consists of patients with dementia who were tested for their performance in the Auditory-Verbal Learning Test in which I focused on the primacy and recency effects. The aim was to determine the differences between the primacy and recency effects among different groups of patients, as well as to detect the presence or absence of a primacy or recency effect in various populations. This study tries to describe a potential tool that focuses on how individuals with dementia remember new informations. This tool can serve to understand how people diagnosed with memory disorders of different etiology remember new infomation. Key words: Dementia, Alzheimer's Disease, vascular dementia, frontotemporal dementia, Auditory-Verbal Learning Test , primacy effect, recency effect
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Xiong, Tracy. "Message Order and Culture: The Relationship between Cognitive Thinking Styles, Response Mode, and Order Effects." Thesis, 2012. http://hdl.handle.net/10012/6956.
Full textAbstract:
Previous research has documented the prevalent effects of message order on message persuasiveness. Based on the Belief Updating Model (Hogarth and Einhorn, 1992), response mode has been found as one moderator of primacy versus recency effects. The present study considers additionally the role of culture as a moderator. Because internalized cultural values and norms affect how messages are processed and interpreted, we propose that cultural differences in cognitive processing styles will impact whether primacy or recency effects are stronger under different message order conditions in for Easterners and Westerners. Results from the current work offer evidence that both culture and cognitive style (holistic versus analytical thinking) serve as moderators to explain message order effects. Results replicate prior studies showing a primacy effect with End of Sequence response mode and a recency effect with Step-by-Step response mode. Further, we found that Easterners were more influenced by the primacy effect when compared to Westerners. However, the effect of primacy was attenuated by response mode. Westerners were equally influenced by both primacy and recency effects.
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Marks, Anthony Michael. "Random question sequencing in computer-based testing (CBT) assessments and its effect on individual student performance." Diss., 2008. http://hdl.handle.net/2263/25238.
Full textAbstract:
This research is important because it has identified a gap in the existing knowledge base. A term is therefore coined to label a computer-based test mode effect, the so-called Item Randomisation Effect, discussed in detail in this thesis. Item Randomisation Effect is a test mode effect occurring in computer-based testing contexts, especially noticeable in test-takers that may be susceptible to test anxiety. The practise of randomising multiple choice items in computer-based test venues is commonplace, mainly as a deterrent for cheating. Previous research attempted to determine the degree of equivalence across testing modalities of any test. The need was to ensure test-takers in paper-based tests would not have an advantage/disadvantage over test-takers given the same test in a computer-based mode. Such studies have a nomothetic perspective. This research contrasts with those earlier studies in that it has an ideographic perspective because it is concerned with the performance of individuals taking any test in the computer-based modality. This subtle difference in perspective may account for the apparent gap in the existing educational research literature. Evidence of Item Randomisation Effect was found in this study but further research into this test mode effect is necessary.Dissertation (MEd (Computer-Integrated Education))--University of Pretoria, 2008.
Curriculum Studies
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Cheng, Yansong. "Some recent advances in multivariate statistics: modality inference and statistical monitoring of clinical trials with multiple co-primary endpoints." Thesis, 2014. https://hdl.handle.net/2144/14285.
Full textAbstract:
This dissertation focuses on two topics in multivariate statistics. The first part develops an inference procedure and fast computation tool for the modal clustering method proposed by Li et al. (2007). The modal clustering, based on the kernel density estimate, clusters data using their associations within a single mode, with the final number of clusters equaling the number of modes, otherwise known as the modality of the distribution of the data. This method provides a flexible tool for clustering data of low to moderate dimensions with arbitrary distributional shapes. In contrast to Li and colleagues, we expand their method by proposing a procedure that determines the number of clusters in the data. A test statistic and its asymptotic distribution are derived to assess the significance of each mode within the data. The inference procedure is tested on both simulated and real data sets. In addition, an R computing package is developed (Modalclust) that implements the modal clustering procedure using parallel processing which dramatically increases computing speed over the previously available method. This package is available on the Comprehensive R Archive Network (CRAN).
The second part of this dissertation develops methods of statistical monitoring of clinical trials with multiple co-primary endpoints, where success is defined as meeting both endpoints simultaneously. In practice, a group sequential design method is used to stop trials early for promising efficacy, and conditional power is used for futility stopping rules. In this dissertation we show that stopping boundaries for the group sequential design with multiple co-primary endpoints should be the same as those for studies with single endpoints. Lan and Wittes (1988) proposed the B-value tool to calculate the conditional power of single endpoint trials and we extend this tool to calculate the conditional power for studies with multiple co-primary endpoints. We consider the cases of two-arm studies with co-primary normal and binary endpoints and provide several examples of implementation with simulated trials. A fixed-weight sample size re-estimation approach based on conditional power is introduced. Finally, we discuss the possibility of blinded interim analyses for multiple endpoints using the modality inference method introduced in the first part.
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Shen-Ta, Hsieh, and 謝昇達. "The Primary and Recency Effect on Electronic Word of Mouth to Cell Phone Consumers - Taking of Department of Information Science and Management Systems in National Taitung Unerversity Students Example." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/81088623452413839389.
Full textAbstract:
碩士國立臺東大學
資訊管理學系碩士班
100
The growth in mobile communications has resulted in diverse cellular phone products. However, consumers choose products based on recommendations received not only by word of mouth, but also from cyberspace communities such as web forums, bulletin boards, and blogs. In psychological terms, one result is cognitive bias, i.e., subjects tend recall information presented early better than they recall information presented later on, and this research is spawned from this theory. This work experimentally compared primary effects and recency effects in terms of: the time interval between negative word of mouth, receiving serial, and formation. The SPSS 12.0 software was used for analysis and hypothesis testing. The analytical results showed that the primary effect and recency effect were unassociated with the above factors. Finally, this work concluded with suggestions for optimizing word-of-mouth marketing strategies by considering primary and recency effects. Keyword：Electronic WOM、Negative WOM、Primary Effect、Recency Effect
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Shen-Ta, Hsieh, and 謝昇達. "The Primary and Recency Effect on Electronic Word of Mouth to Cell Phone Consumers - Taking of Department of Information Science and Management Systems in National Taitung University Students Example." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/96445180498942316829.
Full textAbstract:
碩士國立臺東大學
資訊管理學系碩士班
102
The growth in mobile communications has resulted in diverse cellular phone products. However, consumers choose products based on recommendations received not only by word of mouth, but also from cyberspace communities such as web forums, bulletin boards, and blogs. In psychological terms, one result is cognitive bias, i.e., subjects tend recall information presented early better than they recall information presented later on, and this research is spawned from this theory. This work experimentally compared primary effects and recency effects in terms of: the time interval between negative word of mouth, receiving serial, and formation. The SPSS 12.0 software was used for analysis and hypothesis testing. The analytical results showed that the primary effect and recency effect were unassociated with the above factors. Finally, this work concluded with suggestions for optimizing word-of-mouth marketing strategies by considering primary and recency effects.
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Daly-Smith, Andrew, J. L. Morris, M. Hobbs, and J. McKenna. "Commentary on a recent article on the effects of the 'Daily Mile' on physical activity, fitness and body composition: addressing key limitations." 2019. http://hdl.handle.net/10454/18074.
Full textAbstract:
YesA recent pilot study by Chesham et al. in BMC Medicine established some initial effects of the Daily Mile™ using a quasi-experimental repeated measures design, with valid and reliable outcome assessments for moderate-to-vigorous physical activity, fitness and body composition. Their contribution is important and welcome, yet, alone, it is insufficient to justify the recent UK-wide adoption of the Daily Mile within the Childhood Obesity Plan. The study concluded that the Daily Mile had positive effects on moderate-to-vigorous physical activity, fitness and body composition, suggesting that intervention effectiveness was confirmed. However, only some of the significant limitations of the work were addressed. Herein, we identify and discuss six key limitations, which, combined, suggest a more tentative conclusion. In summary, evidence supporting the effectiveness of the Daily Mile is in its infancy and requires refinement to fully justify its widespread adoption. Further, we need to be cautious considering that the full range of its impacts, both positive and negative, remain to be fully established.