Dissertations / Theses on the topic 'Schema Theory'
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Bowers, J. M. "Schema theory and memory." Thesis, University of Cambridge, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383077.
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Huang, Zhengwen. "Schema theory for gene expression programming." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/8539.
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This thesis studied a new variant of Evolutionary Algorithms called Gene Expression Programming. The evolution process of Gene Expression Programming was investigated from the practice to the theory. As a practice level, the original version of Gene Expression Programming was applied to a classification problem and an enhanced version of the algorithm was consequently developed. This allowed the development of a general understanding of each component of the genotype and phenotype separated representation system of the solution employed by the algorithm. Based on such an understanding, a version of the schema theory was developed for Gene Expression Programming. The genetic modifications provided by each genetic operator employed by this algorithm were analysed and a set of theorems predicting the propagation of the schema from one generation to another was developed. Also a set of experiments were performed to test the validity of the developed schema theory obtaining good agreement between the experimental results and the theoretical predictions.
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Kitao, S. Kathleen. "Reading, schema theory, and second language learners." Tokyo : Eichosha Shinsha, 1989. http://books.google.com/books?id=Kj5iAAAAMAAJ.
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Nitz, Michael Earl 1967. "Schema theory: An application to political communication." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291606.
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Political schema research (Kinder, Peters, Abelson, & Fiske, 1980; Miller, Wattenberg, & Malanchuk, 1986) has centered on the schemas voters use to select presidents. Unfortunately, political researchers have all but neglected the state and local level. Consequently, this thesis focuses on the schemas voters use to select governors to determine if these schemas differ from schemas used to select presidents. This thesis also tests the relationship between political sophistication and the use of certain schemas to select a governor. Surveys were administered to 563 adults waiting for jury duty. Results indicate the schemas voters use to select governors differ from those used to select presidents. Political sophistication is positively related to usage of issues and performance schemas. Further research should explore political schemas at state and local levels.
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Makinson, Jenny Elizabeth. "Early maladaptive schemas and their relationship to psychopathology in adolescence." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7994.
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Schema therapy was developed by Jeffery Young to treat adults with personality disorders, and has been evidenced to be effective in treating both Axis I and Axis II disorders. While Young stipulates that schemas are likely to be in place by adolescence, there is currently little agreement over the appropriateness of schema theory and therapy in understanding and treating psychopathology in adolescence. This thesis aims to explore the evidence–base and potential utility of applying schema theory to adolescent psychopathology, and consists of a systematic review and research article. The review included published studies measuring Early Maladaptive Schemas (EMS) in 12 to 18 year olds, including those exploring relationships between EMS and psychopathology. The search of relevant literature from 1990 to 2012 yielded 19 articles for review, which were then subject to assessment of methodological quality. Most studies were assessed as ‘moderate’ in quality. Good quality evidence was found for the detection of higher rates of EMS in clinical or referred adolescent populations compared to non–clinical populations, as well as some evidence for effects of age and gender on EMS. Less consistent evidence was found for specific associations between individual EMS or domains and particular types of psychopathology or problem behaviour. Common limitations of the articles reviewed included poor control of confounding variables and little testing of EMS alongside contextual constructs to provide validation of findings. The main research article used a quantitative, questionnaire–based cross– sectional design to test the dimensionality of the schema concept in a population of 12 to 18 year–olds, comparing levels of EMS between a referred and non–referred group. EMS were measured alongside attachment and interpersonal behaviours to test their unique predictive effect on psychopathology. Specific relationships between individual groups of EMS and type of psychopathology were also explored. Results showed that the referred group scored significantly higher than the non–referred group on overall schema score. Schemas were found to significantly predict level of psychopathology, over and above prediction by attachment or interpersonal behaviour scores. There was also evidence for the specific prediction of internalising and externalising problem behaviour, affective, anxiety, oppositional–defiant and conduct problems by clusters of EMS. In conclusion, EMS appear to be a valid concept in predicting and understanding psychopathology in adolescence. A conceptual model is suggested for future research to explore the adaptation of schema theory more fully within developmental psychopathology. It is hoped that future research will test other aspects of schema theory in adolescents such as coping styles and modes. It is proposed that, following further validating evidence, this may result in the development of improved interventions for a range of presenting problems in adolescence.
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Campos, Maria Luiza Machado. "A data modelling architecture for integrated schema and data." Thesis, University of East Anglia, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332834.
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Yazigy, Amal Jamil. "Schema theory and learning to read in a second language." Thesis, University of Leicester, 1992. http://hdl.handle.net/2381/35691.
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The aim of this research is to investigate the possible effects of text experiences on story retelling with young children. The subjects are 210 Lebanese children, whose native language is Arabic, learning to read in English through using foreign culture books, mainly American. It is the belief that, while learning to read in a second language, children are also introduced to a new culture. Therefore, a key question is how are we going to make this process easier and more enjoyable to children who are a) learning to read, b) in a foreign language, and c) about a distant culture. Based on previous work with schema theory, two story books are used in this study to detect any differences in comprehension levels between stories of varied cultural backgrounds. One story is based on the Spanish concept of bull-fighting which is assumed to be foreign to the children and the other is with a familiar Lebanese background. Subjects were divided into four groups: the first group worked with pictures and had a discussion prior to reading to build the target-culture schema; the second had the schema activities after reading the story; the third discussed the cultural topic both before and after reading; and the last was a control group which did not have schema activities. Results show that familiarity with a topic before reading the text promotes comprehension, retention, and retelling of a text. Proficiency in the foreign language seems to have a great effect on text understanding when information about the topic is made available. Implications are drawn and suggestions given for practical approaches to developing children's reading through tasks in Lebanese classrooms.
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Ibrahim, Zukeri. "Schema theory-based computational approach to support children's conceptual understanding." Thesis, University of Leeds, 2006. http://etheses.whiterose.ac.uk/1340/.
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Researchers acknowledge the difficulty faced by children in understanding new concepts. Explaining new concepts to children requires supporting their reasoning based on concrete objects and ideas. Human tutors normally use some dialogue to introduce new concepts and tailor the explanations to the prior knowledge of the children. There is a lack of interactive pedagogical agents that guide children's reasoning and adapt explanation to their cognitive state. The design of such agents can be based on learning theories that explain how children understand new concepts, as well as on studies of how human teachers support children's conceptual understanding. The goal of this research is to develop a computational framework to inform the design of a pedagogical agent capable of engaging in a dialogue that supports children's conceptual understanding, the thesis proposes an approach for Schema Activation and Interpersonal Communications (SAIC) to support cognitive tasks that occur when a child is learning new concepts through one-to-one interaction with a computer agent. The approach is based on schema theory that explains how meaning-making occurs and stresses the importance of prior knowledge, and on the results of an experimental study that identifies strategies human teachers use to support schema-based cognitive tasks. A novel architecture of a pedagogical agent whose behaviour is based on schema activation and modification is described. The architecture addresses three important issues: describing the process of activation and modification of relevant prior knowledge to be used in introducing new concepts; defining the reasoning and decision making of the agent to promote schema-based cognitive tasks; and providing adaptive explanations tailored to the child's relevant prior knowledge. The schematic knowledge of the SAIC agent is represented as frames, the dialogue is planned as a sequence of dialogue games, and the interaction language is implemented with linguistic templates extracted from a study with teachers. The applicability of the SAIC approach is demonstrated in a multimedia educational system 'Going to the Moon', as an integrated as an integrated component in a reading session. An experimental study with the multimedia system has validated the SAIC design approach and has examined the usefulness of the agent in supporting children's conceptual understanding in terms of improving their schematic knowledge. The thesis makes original contributions to the fields of Artificial Intelligence in Education by defining reasoning and decision making based on the principles of schema theory, and by designing a schema-based pedagogical agent to support children's conceptual understanding; Education by demonstrating the application of learning theories to inform the design of intelligent tutoring systems; and Knowledge-based systems by demonstrating the feasibility of frames as the representation formalism in Intelligent Tutoring Systems, and by proposing some original mechanism for using frames to design pedagogical agents.
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Gong, Jian, and 龔劍. "Managing uncertainty in schema matchings." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46076116.
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Muniandy, Alageswary Vasanthi A. "Pedagogical modelling of an expository text pattern : theory and practice." Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243663.
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Pacey, Fiona Margaret. "Schema theory and the effect of variable practice in string teaching." Thesis, Online version, 1993. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.301400.
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Allen, Thomas Coley. "Using schema theory to integrate reading and writing process in composition." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/408.
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Cook, Guy William Davidson. "A theory of discourse deviation : the application of schema theory to the analysis of literary discourse." Thesis, University of Leeds, 1990. http://etheses.whiterose.ac.uk/12996/.
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Schema theory suggests that people understand texts and experiences by comparing them with stereotypical mental representations of similar cases. This thesis examines the relevance of this theory (as developed in some Artificial Intelligence (AI) work of the 1970s and 1980s) to literary theory and the analysis of literary texts. The general theoretical framework is that of discourse analysis. In this approach, the usefulness of schema theory is already widely acknowledged for the contribution it can make to an explanation of 'coherence': the quality of meaningfulness and unity perceived in discourse. Building upon this framework, relevant AI work on text processing is discussed, evaluated, and applied to literary and non-literary discourse. The argument then moves on to literary theory, and in particular to the 'scientific' tradition of formalism, structuralism and Jakobsonian stylistics. The central concept of this tradition is 'defamiliarization': the refreshing of experience through deviation from expectation. In structuralism, attention has been concentrated on text structure, and in Jakobsonian stylistics on language. It is argued that whereas AI work on text pays little attention to linguistic and textual form, seeking to 'translate' texts into a neutral representation of 'content', the literary theories referred to above have erred in the opposite direction, and concentrated exclusively on form. Through contrastive analyses of literary and non-literary discourse, it is suggested that neither approach is capable of accounting for •literariness* on its own. The two approaches are, however, complementary, and each would benefit from the insights of the other. Human beings need to change and refresh their schematic representations of the world, texts and language. It is suggested that such changes to schemata are effected through linguistic and textual deviation from expectation, but that deviations at these levels are no guarantee of change (as is often the case in advertisements). Discourses which do. effect changes through text and language are described as displaying 'discourse deviation*. Their primary function and value may be this effect. Discourse categorized as 'literary' is frequently of this type. Discourse deviation is best described by a combination of the methods of A1 text analysis with formalist, structuralist and Jakobsonian literary theories. In illustration of these proposals, the thesis concludes with analyses of three well-known literary texts.
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Watson, Nichola Marianne. "An analysis of schema theory and learning theory as explanations for variance in adolescent adjustment to divorce." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53255.
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Thesis (MA)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: The primary aim of this study was to identify factors contributing to the adjustment of adolescents whose parents are divorced. Learning theory and schema theory were evaluated as possible explanations for the variance found in the adjustment of these adolescents. The secondary aim of the study was to research the possibility of attitude to divorce acting as a mediator between the parent-adolescent relationship and adolescent adjustment (a possibility suggested by schema theory). Self-report questionnaires were completed by first year Psychology and Economics students at Stellenbosch University. 293 students completed the questionnaires, but as only 39 of these students came from divorced families, 38 of the data sets from students with married parents were randomly selected for use in the study. Respondents completed Antonovsky's Life Orientation Questionnaire (measuring adjustment); Hudson's CAM and CAF questionnaires (measuring relationships with mother and father, respectively); and a set of questions measuring attitude to divorce; as well as a biographical questionnaire. The results showed only limited evidence for attitude to divorce acting as a mediator between the parent-adolescent relationship and adolescent adjustment. Schema theory is therefore not supported conclusively, although further research is recommended. Results did, however, support learning theory as an adequate explanation for the positive correlations found between parent-adolescent relationships and adolescent adjustment. Knowledge of the importance of learning theory in explaining adolescent adjustment can increase parents' awareness of their influence on their children's adjustment. This knowledge can also be used in the design of therapeutic programmes for families going through divorce.
AFRIKAANSE OPSOMMING: Die hoofdoelstelling van hierdie ondersoek was om faktore te indentifiseer wat bydra tot die aanpassing van adolessente wie se ouers geskei is. Leerteorie en skemateorie is geevalueer as moontlike verkJarings vir die variansie in die aanpassing van die adolessente. 'n Sekondere doel was om die moontlikheid te ondersoek dat die adolessent se houding teenoor egskeiding 'n rol kan speeI in die ouer-adolessent verhouding en die aanpassmg van die adolessent (die moontlikheid voIg uit skemateorie). Selfrapporteringsvraelyste is deur onderskeidelik eerstejaar studente in Sielkunde en Ekonomie aan die Universiteit van Stellenbosch voltooi. 293 studente het die vraelyste voltooi, maar omdat net 39 van hierdie studente uit geskeide gesinne gekom het, is 38 studente met getroude ouers in die ondersoek ingesluit. Studente het Antonovsky se Lewensorientasievraelys (wat aanpassing meet); Hudson se CAM en CAF-vraelyste (wat verhoudings met die rna en pa meet); en 'n stel vrae wat houding teenoor egskeiding meet; sowel as 'n biografiese vraelys voltooi. Beperkte bewys is gevind vir die moontlikheid dat houding teenoor egskeiding bemiddelend optree tussen die oueradolessent verhouding en die aanpassing van die adolessent. Skemateorie kon gevolglik nie bewys word nie, alhoewel verdere ondersoeke aanbeveel word. Die resultate ondersteun leerteorie as 'n goeie verduideliking vir die positiewe korrelasie wat bestaan tussen ouer-adolessent verhouding en die adolessent se aanpassing. Kennis van die belangrikheid van leerteorie as verduideliking vir die aanpassing van adolessente beklemtoon die beJangrike invloed wat die ouers se aanpassing op hul k.inders se aanpassing het. Die kennis kan ook gebruik word in die ontwerp van terapeutiese programme vir gesinne wat egskeiding beleef.
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Sun-Ongerth, Yuelu. "Exploring Novice Teachers' Cognitive Processes Using Digital Video Technology: A Qualitative Case Study." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/108.
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This dissertation describes a qualitative case study that investigated novice teachers’ video-aided reflection on their own teaching. To date, most studies that have investigated novice teachers’ video-aided reflective practice have focused on examining novice teachers’ levels of reflective writing rather than the cognitive processes involved during their reflection. Few studies have probed how novice teachers schematize and theorize their newly acquired and/or existing knowledge during video-aided reflection.
The purpose of this study was to explore novice teachers’ cognitive processes, particularly video-aided schematization and theorization (VAST), which is a set of cognitive processes that help novice teachers construct, restructure and reconstruct their professional knowledge and pedagogical thinking while reflecting on videos of their own teaching. The researcher measured novice teachers’ VAST by examining their schema construction and automation in terms of schema accretion, schema tuning and schema restructuring. The study attempted to answer the following questions: a) What is the focus of novice teachers’ video-aided reflection? and b) How do novice teachers connect the focus of their reflections to their prior knowledge and future actions?
The findings indicate that video-aided reflection could help novice teachers (1) notice what was needed to improve in their teaching practice, (2) realize how various elements in teaching were interrelated, and (3) construct, restructure, or reconstruct their professional knowledge – in other words, develop their schemata about teaching and learning through VAST. With a more developed and mature schemata, novice teachers could be able to better understand the various elements involved in teaching and learning, and handle the situations they encounter in their teaching. This may be because people’s schemata can provide the link between concepts and patterns of what they do (Rumelhart, 1980).
This research has provided a new way to look at novice teachers’ video-aided reflection: how the cognitive processes they experience during their reflection can help them develop the knowledge about teaching and learning, and how their cognitive development can help them grow toward becoming teaching experts. The research findings add to the knowledge base about the use of video technology in teachers’ self-reflection and professional development in teacher education.
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Owen, John Edward. "Improving instrumental practice techniques through use of a motor schema theory of learning /." Connect to resource, 1988. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1262956431.
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Woldesenbet, Berhane Tensay. "Towards an evaluation of schema theory with reference to ESL/EFL reading comprehension." Thesis, Durham University, 1989. http://etheses.dur.ac.uk/1100/.
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Owen, John Edward. "Improving instrumental practice techniques through use of a motor schema theory of lesrning." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1262956431.
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Aguiar, Aline. "Examining how post-secondary L2 readers make use of background knowledge when reading literary texts an exploratory study." Mémoire, Université de Sherbrooke, 2011. http://hdl.handle.net/11143/5645.
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Literary texts offer rich opportunities for language learning. However, can second language (L2) learners fully understand L2 literary texts? According to Bernhardt (2001):"the act of reading in a second language is extremely tricky -- is even trickier with literary texts that are inherently ambiguous, full of metaphor and intertextual relations to texts to which the readers have no access" (p.198). In other words, L2 readers are often poorly equipped grammatically, linguistically and culturally to cope with literary texts in which it might be difficult to recognize figurative language, to comprehend metaphors, to identify underlying cultural assumptions and above all to think critically while navigating those complexities. Therefore, during the reading process, L2 readers encounter gaps in the text which necessarily compel them to use whatever background knowledge they possess in order to create meaning. The purpose of this research is to see exactly how post-secondary L2 readers use their existing background knowledge to understand literary texts and what they do when confronted with text passages for which they lack such knowledge.
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Torres, Cristian, and Cristian Torres@act gov au. "Early maladaptive schemas and cognitive distortions in psychopathy and narcissism." The Australian National University. Faculty of Science, 2003. http://thesis.anu.edu.au./public/adt-ANU20031107.130315.
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Personality disorders have traditionally been considered refractory to psychological interventions. Two of the most common, and potentially harmful personality disorders are antisocial personality disorder / psychopathy, and narcissism. Although a great deal of conceptual overlap exists between psychopathy and narcissism, the empirical study of these constructs has proceeded largely independently of one another. Further complicating the discrimination of these constructs is the identification of the bi-factorial nature of psychopathy - conceptualised as primary and secondary psychopathy - as well as the identification of two distinct forms of narcissism, overt and covert. The recent resurgence of interest in the sub-clinical manifestations of these two constructs has led to the development of a number of easily administered instruments to measure each of the psychopathy and narcissism constructs, as dimensional traits, within normal populations. This has provided empirically validated and reliable instruments to further explicate these two overlapping constructs. The first of the two studies reported sought to discriminate between psychopathy and narcissism through the recharacterisation of these constructs in terms of the early maladaptive schemas outlined in Youngs early maladaptive schema theory (Young, 1999). Two hundred and ninety one participants completed questionnaires measuring primary and secondary psychopathy, overt and covert narcissism, and early maladaptive schemas. Findings are consistent with the hypothesis that psychopathy and narcissism are discriminable in cognitive-interpersonal terms, as operationalised by early maladaptive schemas. Findings also call into question the earlier observed hierarchical structure of the Young Schema Questionnaire. The current analysis identified a two-factor structure to the schema questionnaire, rather than the previously stated 5-factors. Having demonstrated the usefulness of understanding psychopathy and narcissism in cognitive-interpersonal terms, the second study sought to further clarify the association between psychopathy and narcissism through the reconceptualisation of these constructs in cognitive terms, through the identification of the cognitive distortions operative in each disorder. One hundred and thirty two participants completed a cognitive distortions questionnaire developed by the author, along with the same measures of primary and secondary psychopathy, and overt and covert narcissism, as those administered in study 1. Findings were interpreted as providing support for the notion of psychopathy representing a sub-category of narcissism. Findings also provide further supportive evidence for the validity of the primary / secondary psychopathy, and overt / covert narcissism distinctions. The further clarification of the factor structure of the Young Schema Questionnaire, and the replication of the reliability and construct validity of the measure of cognitive distortions developed for this research are highlighted as areas for future research.
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Puskepalytė, Lina. "Europos Sąjungos agentūros: organizacinė schema, interesų derinimas ir valdymas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090804_140028-52092.
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Daugiausia dėmesio ir platesnės analizės reikalauja pati agentūrų decentralizavimo sąvoka bei pridėtinė vertė. Dėl didėjančios Europos agentūrų įtakos, naudinga platesnė jų veiklos organizavimo analizė. Tikslinga moksliškai ištirti šiandieninį agentūrų veiklos organizavimą: struktūrą, valdymą bei sugebėjimą derinti ES ir nacionalinius interesus. Tik išanalizavus tyrimų rezultatus, galima kalbėti apie Europos agentūrų veiklos administravimo tobulinimą. Šio darbo tikslas - išanalizuoti Europos agentūrų bendrus organizavimo bruožus, jų veiklos valdymo bei bendrų interesų derinimo pagrindines ypatybes. Pirmame skyriuje pristatomi Europos agentūrų teoriniai pagrindai. Pradžioje pateikiama „Agentūros teorijos“ samprata ir priežastys, lėmusios agentūrų kūrimąsi. Antrajame poskyryje apibrėžiamos „Užsakovo – vykdytojo“ modelio savybės ir galiausiai pateikiama mokslininkų kritika šios teorijos ir modelio atžvilgiu. Antrajame skyriuje pateikiama Europos agentūrų išorės ir vidaus struktūrų bei valdymo lyginamoji analizė, siekiant išanalizuoti agentūrų bendruosius organizavimo bruožus ir skirtumus. Analizuojant pateikiamos įvairios Europos agentūrų finansavimo ir biudžetų planavimo schemos. Trečiame skyriuje per kokybines dviejų tyrimų, siųstų Europos Sąjungos agentūrų valdybų vadovams bei agentūrų vadovams, analizes, apžvelgiamas agentūrų veiklos efektyvumas, Europos Sąjungos ir nacionalinių interesų derinimas ir organizaciniai ypatumai.More attention and wider analysis should be done on the concept of agencies decentralization and added value. Due to the increasing European agencies influence, it is useful a broader analysis of the organization activity. It is appropriate to investigate the organization: the structure, management and the ability to combine the EU and national interests. Only after the analysis of the results, it is possible to talk about the agency operational improvements The aim of this work - to analyze the common characteristics of the European Union, their management and coordination of interests in basic features. The first section presents the theoretical foundations of the agencies. At the beginning the Agency theory is presented: the concept and the reasons given for the creation of agencies. The second subsection defines principal-agent model characteristic. At the end ultimately provided the scientific criticism of this theory and model respect The second section provides the agencies external and internal management structures and a comparative analysis of the agencies coordination with the purpose of common organizing features and differences analysis agencies In the third section, through two qualitative researches, sent to the heads of European Union agencies and the chiefs of the boards of EU agencies, is analyzing the agencies efficiency, the European Union and national interests harmonization, and organizational features.
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Reutter, Juan L. "Graph patterns : structure, query answering and applications in schema mappings and formal language theory." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8931.
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Graph data appears in a variety of application domains, and many uses of it, such as querying, matching, and transforming data, naturally result in incompletely specified graph data, i.e., graph patterns. Queries need to be posed against such data, but techniques for querying patterns are generally lacking, and even simple properties of graph patterns, such as the languages needed to specify them, are not well understood. In this dissertation we present several contributions in the study of graph patterns. We analyze how to query them and how to use them as queries. We also analyze some of their applications in two different contexts: schema mapping specification and data exchange for graph databases, and formal language theory. We first identify key features of patterns, such as node and label variables and edges specified by regular expressions, and define a classification of patterns based on them. Next we study how to answer standard graph queries over graph patterns, and give precise characterizations of both data and combined complexity for each class of patterns. If complexity is high, we do further analysis of features that lead to intractability, as well as lower-complexity restrictions that guarantee tractability. We then turn to the the study of schema mappings for graph databases. As for relational and XML databases, our mapping languages are based on patterns. They subsume all previously considered mapping languages for graph databases, and are capable of expressing many data exchange scenarios in the graph database context. We study the problems of materializing solutions and query answering for data exchange under these mappings, analyze their complexity, and identify relevant classes of mappings and queries for which these problems can be solved efficiently. We also introduce a new model of automata that is based on graph patterns, and define two modes of acceptance for them. We show that this model has applications not only in graph databases but in several other contexts. We study the basic properties of such automata, and the key computational tasks associated with them.
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Henderson, Kelsey. "THE EFFECTS OF PRIOR KNOWLEDGE ACTIVATION ON LEARNER RETENTION OF NEW CONCEPTS IN LEARNING OBJECTS." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3716.
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Establishing relationships between a learner's prior knowledge and any new concepts he or she will be expected to learn is an important instructional activity. Learning objects are often devoid of such activities in an attempt to maintain their conciseness and reusability in a variety of instructional contexts. The purpose of this study was to examine the efficacy of using questioning as a prior knowledge activation strategy in learning objects. Previous research on the use prior knowledge activation strategies supports their effectiveness in helping to improve learner retention. Approaches such as questioning, advance organizers, and group discussions are examples of techniques used in previous studies. Participants enrolled in a Navy engineering curriculum were randomly assigned to two groups (experimental and comparison). The experimental group was exposed to a prior knowledge activation component at the start of session I, while the comparison group received no treatment. Participants in both groups were tested at three different times during the course of the study– the pretest, at the start of session 1, posttest I, at the conclusion of session1, and posttest II, during session 2. The findings indicate that the prior knowledge activation strategy did not result in statistically significant differences between the levels of retention gained by the experimental and comparison groups. Due to administrative constraints experienced during the course of the study, statistical power was not achieved due to an insufficiently sized sample. Potential limitations and implications for future research directions are described.Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
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Olivé, Ferreira Isadora Marilia. "The screen-as-skin theory : rapid plasticity of human body schema during moving image viewing." Paris 8, 2010. http://www.theses.fr/2010PA083545.
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Le présent travail étudie le phénomène de dominance de la modalité visuelle sur les autres modalités sensorielles, et notamment la modalité tactile, pendant le processus de plasticité rapide du schéma corporel humain. Nous chercherons à démontrer que les limites du schéma corporel humain sont redéfinies pendant le visionnement de l’image en mouvement, exhibant une tendance évidente à s’orienter vers le support de la stimulation visuelle. Le travail théorique, basé sur l’analyse de l’effet démontré dans la littérature scientifique pour les sensations épidermiques, a été suivi par un travail de manipulation expérimentale. Celui-ci a étendu les résultats déjà observés, démontrant que l’effet se produit aussi pour des sensations musculaires. Dans leur ensemble, ces résultats suggèrent le besoin d’actualisation de la notion classique de ségrégation des espaces corporel et cet autre du support de la stimulation visuelle, formulé dans le contexte des études cinématographiques pour le visionnement de l’image en mouvement. Une telle ségrégation devra céder place à une symbiose entre les deux espaces, dont l’étendu doivent être davantage étudiés, mais dont les perspectives permettraient l’esquisse d’un nouveau concept tenant en compte le changement de paradigme proposé ici : le concept d’écran-peau, l’écran qui porterait nos sensations épidermiques et musculaires, l’écran qui redéfinirait les limites de notre « soi incarné »The present work investigates the phenomenon of dominance of the visual modality upon other sensory modalities, and more specifically the tactile modality, during the process of rapid plasticity of the human body schema. We’ll search to demonstrate that the limits of the human body schema are reconfigured during moving image viewing, exhibiting a clear tendency of orienting itself towards the support of the visual stimulation. The theoretical work, founded in the analysis of the effect demonstrated in scientific literature for epidermal sensations, was followed by an experimental work extending these findings, and demonstrating that the effect is also observable for muscular sensations. These evidences plead for a revision of the classical notion of segregation of spaces between bodily versus visual support spaces, for instance a projection screen, formulated for moving image viewing in film studies. Such segregation will most probably leave place to a symbiosis between both spaces, which scope must still be further investigated, but which perspectives allow forging a new concept taken into account such a change in paradigm proposed herein: the concept of screen-as-skin, the screen that carries our epidermal and muscular sensations, the screen that redefines the limits of our embodied selves
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Sander, Amy Janay Boswell. "Toward an integration of Beck's cognitive theory and Bowlby's attachment theory : self-schema and adult attachment classification in relation to depressive symptoms /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035975.
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Hodge, H. Jane F. "Divergent thinking and Sschmidt's schema theory as a function of problem solving methodology in physical education." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59393.
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The purpose of this study was to explore the relationship between divergent thinking and Schmidt's schema theory of motor learning in a population of first year University physical education students.Problem solving teaching methodology was used as the intervention program in this study and the main sources of data were the Torrance Tests of Creative Thinking and tests of Schmidt's schema theory designed by the researcher. Descriptive data were used to explain the intervention program.
A mixed model analysis of variance was used to compare the pre-test and post-test performance on Torrance Tests of Creative Thinking (TTCT), and the Pearson product-moment correlation technique was used to compare the results of the TTCT post-test and the Schmidt test.
Results showed minimal differences attributable to the intervention and no relationships between the two tests. Analysis of the descriptive data suggests several limitations to the intervention program and some suggestions for further research are offered.
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Dawes, Sarah L. "Schema theory and practice : exploration and review of its use within female forensic mental health services." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5115/.
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Within the field of psychology there has been growing interest in Schema Focused Therapy and the theoretical underpinning on which it is based. The overall aim of this thesis was to explore the current application of this model and consider how appropriate and effective it is, with a particular emphasis being drawn to the female forensic population. In order to investigate this three key aspects were explored. Firstly, the Young Schema Questionnaire (Young & Brown, 1990) was reviewed. Good psychometric properties were indicated, however, it is suggested the latest version would benefit from further examination. In the following chapter details of a systematic review are provided. This demonstrated the expanding use of Schema Focused Therapy across general psychiatric inpatients and outpatients with a range of difficulties, and initial use within forensic services. Information on the effectiveness is provided. From the literature reviewed however, there appears to be no substantial evidence base to date for female secure mental health patients. Owing to this an exploratory qualitative analysis was conducted on how the schema model applies to female forensic patients, whereby a template was developed in relation to their experiences of early maladaptive schemas. This enabled links with risk to be made and identified a potential new schema mode. The final chapter summarises the evidence gained throughout the thesis, discusses the implications of the findings and makes recommendations for future research.
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Dileo, Desiree Lynn 1968. "An empirical test of the effects of commercial advertisements on consumer recall: A schema theory application." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278210.
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This investigation sought to bridge the communication and marketing fields by applying schema theory (Bartlett, 1932) to advertisement information processing. A theoretical framework was developed which described how television commercials are remembered. Specifically, the theory hypothesized that: (a) recall of product brand will be significantly higher in the sample of participants who are exposed to the commercials emphasizing brand early on in their format, than the participants who view the commercials stating the product's brand name in the latter half of the commercials, and (b) individuals who see the brand name formatted commercials will have significantly higher levels of commercial information recognition than the individuals exposed to the commercials that do not state the brand name at the onset. The results of the study provided intial support for the proposed framework and suggested that brand name formatted commercials will generally enhance recall and significantly impact recognition.
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Maier, Joan Niebur Bettis Norman C. "A qualitative study of adolescent students' comprehension of maps an application of schema theory to map reading /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510425.
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Thesis (Ed. D.)--Illinois State University, 1994.Title from title page screen, viewed March 27, 2006. Dissertation Committee: Norman C. Bettis (chair), Larry D. Kennedy, Barbara L. Nourie, Raymond L. Schmitt, Michael D. Sublett. Includes bibliographical references (leaves 206-217) and abstract. Also available in print.
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Gillingham, Amy E. "Cultivating Perception: Bridging Schematic Patterns and Audience in Franz Joseph Haydn's Violoncello Concertos." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275919165.
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Hansen, Jared Capener. "Why Can't Zelda Save Herself? How the Damsel in Distress Trope Affects Video Game Players." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7304.
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Research has unearthed an abundance of objectification and hypersexualization of female characters within video games. However, the recurring element of the damsel in distress trope is also harmful to the medium. This cliché of a helpless princess in need of a man to save her is a recurring element of The Legend of Zelda series. This experimental design tested the effects of a prototypical <&hyphen>œsave the princess<&hyphen> mission on players<'> agreement to sexist statements on gender roles, objectification, and female dependency, and examined the factors of self-efficacy and gamer status as potential mediators. Participants played a modified version of a classic Legend of Zelda game, where the genders of the hero protagonist and damsel are manipulated. This 2 x 2 study included male and female heroes rescuing male and female victims in the four different cells. Immediately following the experiment, participants then took a post-test survey to gauge if there was any difference on their agreement to sexist statements. These results were also compared to their previous responses on their self-efficacy scores and their gamer status.
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Olofsson, Malin. "En kognitiv semantisk analys av partikelverbet gå upp: : Conceptual Metaphor Theory (CMT) kontra Principled Polysemy Approach to Meaning Analysis (PPAMA)." Thesis, Örebro University, Department of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-1881.
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This essay examines the differences and similarities, weaknesses and strengths of the two Cognitive Semantic theories Conceptual Metaphor Theory and Principled Polysemy Approach to Meaning Analysis. To illustrate the two theories, the Swedish verb-particle construction "gå upp" is examined and analyzed accordingly. The results showed differences in the number of polysemous meaning found. The methodological evaluation showed that the differences in the underlying ideas concerning meaning-construction behind these two theories make them incompatible.
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Wiseman, Richard. "The assessment of psychic claimants : an application of schema theory to the evaluation of strong psychic claims." Thesis, University of Edinburgh, 1992. http://hdl.handle.net/1842/20306.
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This thesis aims to construct, evaluate and apply a cognitive proto-model which accounts for the trickery involved in the fabrication of just one type of psychic ability namely; macro-PK. This cognitive proto-model describes how an observer analyses a demonstration of ostensible macro-PK. The model accounts for how an observer: construes such phenomena as either a magic trick or a display of genuine psychic ability, develops counter-explanations which account for how the phenomen may be fabricated, enforces measures designed to counter such trickery, and assesses the outcome of the demonstration. The proto-model is then used to categorise the strategems employed by magicians, and pseudo-psychics, to fabricate macro-PK. The thesis discusses how an observer may be deceived into: misconstruing a magic trick as genuine macro-PK, developing incorrect counter-explanations, employing ineffective safeguards against trickery, and incorrectly assessing the outcome of the demonstration. One small part of the model is then experimentally tested via one pilot study and two formal experiments, all concerned with the effect that observers' belief in psi has on the observation, and recall, of pseudo-psychic demonstrations. The proto-model is then used to produce recommendations for researchers wishing to investigate individuals claiming macro-PK ability. These recommendations are designed to help researchers: maximise the development of their counter-explanations, construct counter-deception measures, and accurately assess and report the outcome of a study. Two case studies are presented to explore the application of this model and its recommendations.
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Jesinoski, Mark S. "Young's Schema Theory: Exploring the Direct and Indirect Links Between Negative Childhood Experiences and Temperament to Negative Affectivity In Adulthood." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/845.
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Young's schema theory offers a theoretical approach that relates negative childhood experiences, temperament, and early maladaptive schema, to the experience of negative affect and/or depression in adulthood. However, despite the widespread use of schema therapy in clinical practice, little research has explored the pathways theorized by Young. This study explored the pathways posited by Young and colleagues looking at the direct and indirect relationships among negative childhood experience, temperament, early maladaptive schema, and the experience of negative affect in adulthood.
Self-report data were collected from 365 undergraduate students. Results demonstrated consistent and robust direct relationships between temperament and negative affect, as well as indirect relationships between temperament and/or NCE, schema, and the outcome of negative affect. Results, though mixed, reveal strengths of the schema therapy model and provide suggestions for future research.
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Buchanan, Laurie Birch. "The emergence of female leaders : the effects of self-monitoring, priming and task characteristics /." Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-08142009-040531/.
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Beam, Brooke W. "Lights, Cameras, and Agricultural Documentaries: Understanding viewers’ interpretation of source credibility in food documentary films." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500448684766755.
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McDermott, Kirstyn. "Never afters : female friendship and collaboration in contemporary re-visioned fairy tales by women." Thesis, Federation University Australia, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/172055.
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Antagonism among girls and women in fairy tales has been the subject of much critical and popular discussion over recent decades. Significantly less attention, however, has been paid to the frequent absence of collaborative female relationships in traditional fairy tales and their contemporary retellings. Holding re-visioned fairy tales to be a type of feminist creative praxis, this thesis investigates how mutually beneficial relationships between female characters may be constructed within such narratives. “Never Afters” is a collection of six re-visions, written as sequels to well-known fairy tales from the Western European corpus. Situated within a genre that commonly isolates female characters or foregrounds female antagonism, each re-vision employs one (or more) of five key strategies that are used by contemporary authors to imagine collaborative female relationships within retold fairy tales: inversion, insertion/deletion, expansion, fusion, and extrapolation. The exegesis contextualises my creative work and assesses the strengths and limitations of each strategy by critically examining how they are used in contemporary fairy tales by authors including Emma Donoghue, Theodora Goss, Angela Slatter, Aimee Bender, and Kelly Link. I demonstrate that expansion, fusion, and extrapolation best allow authors to introduce new female characters and fresh feminist perspectives that move away from female exceptionalism and instead foreground female collaboration and friendship as potent sources of narrative power. The exegesis further argues that the cognitive sciences, and schema theories in particular, may offer insights as to why collaborative female relationships have received such scant representation. Using case studies of my own creative praxis, I explore the ways in which female isolation and acrimony are re-inscribed in contemporary work and recommend the adoption of new frameworks through which creative writers may critically and reflexively interrogate their tacit storytelling knowledge.Doctor of Philosophy
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Al-Kamha, Reema. "Conceptual XML for Systems Analysis." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1890.pdf.
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Luoma, Kelly. "Social cognitive theory and norms: Determining the factors that lead viewers to enact sexual behaviors seen on television." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406215621.
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Austin, Clayton Daniel. "Toward a Unified Theory of Cognition: A Kantian Analysis." UNF Digital Commons, 2003. http://digitalcommons.unf.edu/etd/107.
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The goal of this paper is to provide classroom teachers a more unified theory of cognition. The current cognitive theories of information processing, schema theory, and constructivism exhibit limitations and a lack of cohesion that make their implications for teachers unclear. This paper will be presented in five sections. 1) The first describes problems with current cognitive theories and the need for a unified theory of cognition 2) The second provides a review of the literature of current cognitive theories. 3) The third section consists of research in the history of cognitive theory both in philosophy and psychology. 4) The fourth describes how a fresh look at the philosophy of Immanuel Kant can provide a more unified cognitive theory to educational psychology. 5) Finally, the paper offers specific implications for instruction under these headings: Teachers should describe the concept to be taught as a rule. Teachers should introduce the concept rule by experience or by example. Teachers should use the concept rule as a framework for effective questioning. Teachers should describe the rule with abstract language only after students have understood the rule.
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Carr, Steven, and steven carr@rmit edu au. "Retrospective Reporting of Childhood Experiences and Borderline Personality Disorder Features in a Non-Clinical Sample: A Cognitive-Behavioural Perspective." RMIT University. Health Sciences, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080205.101748.
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The purpose of the current study was to investigate the relationship between Borderline Personality Disorder (BPD) symptoms and childhood experiences, and to explore the role of Early Maladaptive Schemas and core beliefs as variables possibly mediating this relationship. Previous research with clinical samples has established a strong link between childhood maltreatment and adult BPD (& other PD) symptoms in clinical samples. However, difficulties with these studies limit the specificity of results. For example, BPD has been shown to be highly comorbid with other axis I and axis II psychiatric conditions. Given that studies examining the relationship between BPD and childhood maltreatment generally fail to control for these comorbid conditions, the specificity of their results must be questioned. Furthermore, it has been well established that childhood familial environment is strongly related to childhood maltreatment. Again studies examining the relationship between BPD and childhood maltreatment have generally failed to concurrently assess childhood familial environments, hence opening the possibility that the relationship between BPD and childhood maltreatment may be due to family functioning rather than childhood maltreatment per se. Finally, studies linking childhood maltreatment with adult BPD have primarily utilized clinical samples. However, the primary use of clinical samples to examine the aetiology of disorders in this context ignores the vast literature showing adequate psychological functio ning for the majority of individuals exposed to childhood maltreatment. Hence, the primary aim of the current study was to examine the relationship between childhood maltreatment and adult BPD symptoms in a primarily non-clinical sample whilst statistically controlling for commonly comorbid axis I and axis II symptomatology and concurrently measuring childhood familial functioning. It was a secondary aim of the current study to examine the mediating effects of beliefs on the relationship between childhood factors (i.e., childhood maltreatment & childhood familial functioning) and adult BPD symptomatology. That is, cognitive-behavioural theorists argue that personality disorders may be triggered by adverse childhood experiences leading to maladaptive beliefs (or schemas) related to the self, others, and the world, and it is these beliefs which lead to the behavioural disturbances evident in personality disorders. One hundred and eighty-five primarily non-clinical participants completed questionnaires measuring a variety of axis I and axis II symptoms, early maladaptive schemas and core beliefs, as well as retrospective reports of family functioning and childhood maltreatment. Results showed a significant relationship between childhood factors and adult BPD symptomatology. For example, the largest correlation between BPD symptoms and a childhood factor was .27 (for childhood emotional abuse). Furthermore, early maladaptive schemas and core beliefs were found to mediate the relationship between childhood factors and adult BPD symptomatology thus supporting cognitive-behavioural theories of personality disorders. However, early maladaptive schemas and core beliefs were also found to mediate the relationship between childhood factors and other Axis I and Axis II symptoms. Hence, it was concluded that while there was some support for a cognitive mediation hypothesis for BPD symptoms, future research is needed in exploring the specificity of the cognitive mediation hypothesis for BPD.
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Urbanovich, Shelley. "Cognitive theory a qualitative comparison of the George W. Bush administration and the Barack H.Obama administration." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/630.
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Although Republicans and Democrats frequently disagree ideologically, the leaders of both parties share one commonality in particular--they inevitably make flawed judgments. To adequately understand the extent to which psychological filters act as a fundamental factor in decision making, this thesis shall analyze current political events and observe how partisans within both administrations deal with information incompatible with their own values and beliefs. Specifically referencing the war in Iraq, weapons of mass destruction (WMDs), civil unrest, national security, the national economic climate, and the housing market, this study examines the way leaders deal differently with conflicting information. Although all subjects in the latter shall be discussed, the primary focus is directed towards weapons of mass destruction during the Bush administration and the economic climate during the Obama administration. During their presidencies, both administrations faced different circumstances and congruently possessed different ideologies in respect of how to resolve current problems. Therefore, both President Obama and Bush shall equally be observed in order to adequately compare the extent to which each succumbs to cognitive biases when faced with dissonant information. In addition, groupthink theory, schema theory, and self-justification shall be discussed as complimentary forces which impair political members' decisions. Overall, qualitatively assessing both Republican and Democratic parties in one comprehensive examination breaks the bounds of usual political science studies because both partisans are linked more by their similarities than differences.B.A.
Bachelors
Sciences
Political Science
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Riveros, Jaeger Cristian. "Repairing strings and trees." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:012d384f-d1d0-471b-ae6e-bbf337892680.
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What do you do if a computational object fails a specification? An obvious approach is to repair it, namely, to modify the object minimally to get something that satisfies the constraints. In this thesis we study foundational problems of repairing regular specifications over strings and trees. Given two regular specifications R and T we aim to understand how difficult it is to transform an object satisfying R into an object satisfying T. The setting is motivated by considering R to be a restriction -- a constraint that the input object is guaranteed to satisfy -- while T is a target -- a constraint that we want to enforce. We first study which pairs of restriction and target specifications can be repaired with a ``small'' numbers of changes. We formalize this as the bounded repair problem -- to determine whether one can repair each object satisfying R into T with a uniform number of edits. We provide effective characterizations of the bounded repair problem for regular specifications over strings and trees. These characterizations are based on a good understanding of the cyclic behaviour of finite automata. By exploiting these characterizations, we give optimal algorithms to decide whether two specifications are bounded repairable or not. We also consider the impact of limitations on the editing process -- what happens when we require the repair to be done sequentially over serialized objects. We study the bounded repair problem over strings and trees restricted to this streaming setting and show that this variant can be characterized in terms of finite games. Furthermore, we use this characterization to decide whether one can repair a pair of specifications in a streaming fashion with bounded cost and how to obtain a streaming repair strategy in this case. The previous notion asks for a uniform bound on the number of edits, but having this property is a strong requirement. To overcome this limitation, we study how to calculate the maximum number of edits per character needed to repair any object in R into T. We formalize this as the asymptotic cost -- the limit of the number of edits divided by the length of the input in the worst case. Our contribution is an algorithm to compute the asymptotic cost for any pair of regular specifications over strings. We also consider the streaming variant of this cost and we show how to compute it by reducing this problem to mean-payoff games.
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Li, Connie. "Do emotional appeals always work in fund-raising efforts?: an explanation of schema congruity theory and emotion regulation on nonproft and for-profit fund raising." HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/225.
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Across three experiments, I demonstrate that when for-profit organizations focus on the emotional aspects of fund-raising appeals, the evaluations of their appeal decline and they are unsuccessful in generating positive donation intentions; however, this is not the case for nonprofit organizations. In particular, experiment 1 reveals that affective, emotional appeals are viewed more favorably by consumers when they are connected with nonprofit organizations; in contrast, rational, unemotional appeals have greater favorability when they are associated with for-profit organizations. This interaction effect is mediated by the processing fluency, in which the nonprofit organization concepts (vs. for-profit concepts) are congruent with the emotional dimensions of the fund-raising content, causing an ease of processing and positive appeal evaluations. In experiment 2, I find converging evidence that people tend to place little weight on their actual emotional responses in making donation decisions when a for-profit organization is involved. Consumers tend to exhibit a donation flatline, displaying equivalent donation behavior regardless of the actual emotional experiences involved. In experiment 3, I further demonstrate that people's memory performance actually becomes impaired when a high-intensity negative emotional appeal is presented by a for-profit organization but not when it is presented by a nonprofit organization, which again reveals that for-profit organizations’ use of emotional appeals to connect with consumers' affective feelings may backfire. I argue that this is because the activation of for-profit concepts (vs. nonprofit concepts) gives rise to the cognitive system (vs. the affective system), leading people to regulate their emotions via suppression in order to conduct a careful assessment of the appeal content; this results in a donation flatline.
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Welch, Brett. "A phenomenological-enactive theory of the minimal self." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/6043.
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The purpose of this project is to argue that we possess a minimal self. It will demonstrate that minimal selfhood arrives early in our development and continues to remain and influence us throughout our entire life. There are two areas of research which shape my understanding of the minimal self: phenomenology and enactivism. Phenomenology emphasizes the sense of givenness, ownership, or mineness that accompanies all of our experiences. Enactivism says there is a sensorimotor coupling that occurs between us and the environment in a way which modulates the dynamic patterns of our self development; the laying down of these basic patterns helps make us who we are and gives rise to the phenomenological, experiential mineness. Drawing on these two core ideas, I will be arguing for a Phenomenological-Enactive Minimal Self (abbreviated PEMS). I will be emphasizing the role of the body and the role of affects (moods, feelings, and emotions) as the most important components relevant to understanding minimal selfhood. Put more concretely, the set of conditions which constitute the PEMS view are: (i) The minimal self is the experiential subject; the minimal sense of self is present whenever there is awareness. It is the subjectivity of experience, the sense of mineness, or givenness which our experiences contain. (ii) The phenomenological part of the PEMS view turns on the idea of a bodily and dynamic integration of sensorimotor coupling and affective experience. It is, ontologically speaking, the lived body in enactive engagement with the environment. It is this embodied subject which anchors and forms the foundation for the later ‘narrative' self, which emerges from it and which is continually influenced by it. It is the subject enactively engaged with others, dependent on sensorimotor processes and affects. We have an identity, but it emerges from relational and dynamic processes.
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Legaspi, Melissa M. "Gender Role Identity and Audience Perceptions of Music Videos." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/communication_theses/9.
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The emergence in recent years of strong female musical artists asserting their sexuality as empowerment (Andsager & Roe, 2003; Gauntlett, 2002) has necessitated an evaluation of their depictions in music videos as perceived by contemporary target audiences. This study attempts to determine how viewers’ gender role identity, based upon gender schema theory (Bem, 1981; 1993) and measured through Bem Sex-Role Inventory (BSRI), relate to perceptions of female pop and hip hop artists’ music videos. It was hypothesized that sex-typed respondents would perceive portrayals as traditional more than other groups, whereas cross-sex typed respondents would perceive empowerment more than others groups. A convenience sample of 177 female undergraduate students was used for this cross-sectional study. Results did not support the hypotheses. Though some of the traditional items were found significant, no other significant differences emerged. Overall, gender role identity was ultimately found to have little relationship to perceptions of music video portrayals.
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Axelson, Tomas. "Film och mening : En receptionsstudie om spelfilm, filmpublik och existentiella frågor." Doctoral thesis, Högskolan Dalarna, Religionsvetenskap, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:du-3225.
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In what ways and under what circumstances can a movie be a resource for individuals and their thoughts about existential matters? This central research question has been investigated using a both quantitative and qualitative approach. First, a questionnaire was distributed amongst 179 Swedish students to provide a preliminary overview of film habits. The questionnaire was also used as a tool for selecting respondents to individual interviews. Second, thirteen interviews were conducted, with viewers choosing their favourite movie of all time. In the study socio-cognitive theory and a schema-based theoretical tool is adopted to analyze how different viewers make use of movies as cultural products in an interplay between culture and cognition in three contexts; a socio-historic process, a socio-cultural interaction with the world and inner psychological processes. Summarizing the interviews some existential matters dominated. Matters of immanent orientation were in the foreground. Transcendental questions received much less attention. Summarizing the schema-based theoretical question, assessing which cognitive schema structures the narratives were processed through, the study found an emphasis on a combination of two main cognitive structures, person schema and self schema. Detailed person schematic cognitive processes about fictitious characters on the screen and their role model behaviour were combined by the respondents with dynamic cross-references to detailed self schematic introspections about their own characteristics, related to existential matters at some very specific moments in their lives. The viewers in the study seem to be inspired by movies as a mediated cultural resource, promoting the development of a personal moral framework with references to values deeply fostered by a humanistic tradition. It is argued that these findings support theories discussing individualised meaning making, developing ‘self-expression values’ and ‘altruistic individualism’ in contemporary western society.
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Boshoff, Catharina Helena. "Die aanbieding van politiek as nuusonderwerp in Sarie, Rooi Rose en Fair Lady (1994-2005) / C.H. Boshoff." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4336.
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Ramquist, Lovisa. "Könsrollsanknutna förväntningar hos elever i gymnasieskolan : Hanteringsstrategier och konsekvenser." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-49186.
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Syftet med denna studie var att undersöka upplevda förväntningar för de två biologiska könen bland gymnasieelever. Syftet preciseras i tre frågeställningar vilka behandlar om och hur dessa förväntningar tar sig uttryck samt hanteringsstrategier och konsekvenser kopplade till dessa. För att undersöka detta genomfördes åtta semistrukturerade intervjuer med gymnasieelever från tre olika län och tre olika inriktningar. Resultatet analyserades via en tematisk analys och mynnade ut i totalt åtta teman och 15 subteman vilka visade att de förväntningar som upplevdes bland eleverna kunde kategoriseras upp i beteende, utseende och känslomässiga förväntningar. Hanteringsstrategierna handlade om antingen anpassning eller normbrytande och i vissa fall båda två. Konsekvenserna innebar bland flera individer ett försämrat mående och oförmågan till att kunna vara sig själva. I diskussionen presenteras sammanfattningen att gymnasieflickor upplevs behöva vara tillgängliga för pojkarna på flera olika plan, samt den heteronormativitet som tydligt existerade bland gymnasiepojkarna. Studien kan hjälpa till att ge en förståelse för unga människors agerande och mående med könsrollsanknutna förväntningar som utgångspunkt.
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Severy, Sally Suzanne. "Using Auditory Modalities to Develop Rhythmic Competency in Children's Fundamental Movement Skills." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3004.
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Physical education classrooms often have low levels of moderate to vigorous physical activity levels. This is a problem since many young elementary students are not building a foundation of fundamental movement skills necessary to be lifelong participants in physical activities. This study investigated how elementary physical education teachers used auditory modalities in their classrooms. The research question explored the emergence of rhythmic competency in fundamental movement skills to increase overall moderate to vigorous activity levels. This concurrent, mixed-methods, multiple case study used a constructivist paradigm using the schema and dynamic system theories as the underlying motor system theoretical framework. Two research sites were selected: a suburban Maryland public school system and a private liberal arts college located in the same county. The participants included 21 elementary physical education teachers and 6 physical education or exercise science majors from nationally recognized programs. Data were collected from a focus group, interviews, classroom observations, and a 10-item response Likert style survey designed for elementary physical education teachers to recognize current trends in the field of auditory modalities and rhythmic competency. The data were analyzed to identify auditory modality instructional methods for the emergence of rhythmic competencies. The results consisted of a list of best practices for use such as musical rhythms, verbal cues, and sound cues by physical education teachers and specialists. This research promotes positive social change by providing information for successfully planning interventions in the discipline of motor skill and rhythmic development that can lead to overall increased more-vigorous physical activity.