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- All Subjects: Business Administration
- Creators: Arizona State University
Description
Perceptual learning by means of coherent motion training paradigms has been shown to produce plasticity in lower and higher-level visual systems within the human occipital lobe both supra- and subliminally. However, efficiency of training methods that produce consolidation in the visual system via coherent motion has yet to be experimentally determined. Furthermore, the effects of coherent motion training on reading comprehension, in clinical and normal populations, are still nascent. In the present study, 20 participants were randomly assigned to one of four experimental conditions. Two conditions had a participation requirement of four days while two conditions required eight days of participation. These conditions were further divided into 500 or 1000 trials per day (4 x 500, 4 x 1000, 8 x 500, 8 x 1000). Additional pre-test and post-test days were used to attain timed pre- and post-tests on the Wide Range Achievement Test IV (WRAT IV) reading comprehension battery. Furthermore, a critical flicker fusion threshold (CFFT) score was taken on a macular pigment densitometer on the pre-test and post-test day. Participants showed significant improvement in CFFT levels, WRAT IV reading comprehension, and speed of completion between pre-test and post-test; however, degree of improvement did not vary as a function of training condition. An interaction between training condition and degree of improvement was evident in coherent dot motion contrast scores, with significant training plasticity occurring in the 4 x 1000 and 8 x 500 conditions.
ContributorsGroth, Anthony (Author) / Náñez, José E. (Thesis advisor) / Hall, Deborah (Committee member) / Risko, Evan F. (Committee member) / Arizona State University (Publisher)
Created2013
Description
Current emphasis on adequate academic progress monitored by standardized assessments has increased focus on student acquisition of required skills. Reading ability can be assessed through student achievement on Oral Reading Fluency (ORF) measures. This study investigated the effectiveness of using ORF measures to predict achievement on high stakes tests. Study participants included 312 students across four Title 1 elementary schools in a Southwestern United States school district utilizing the Response to Intervention (RTI) model. Participants' ORF scores from first through third grade years and their third grade standardized achievement test scores were collected. In addition, information regarding reading interventions was obtained. Pearson product-moment correlations were used to determine how ORF scores and specific reading skills were related. Correlations were also used to assess whether the ORF scores from the fall, winter, or spring were most related to high stakes test scores. Additionally, the difference between computer-based versus instructor-led interventions on predicting high stakes test scores was assessed. Results indicated that correlation coefficients were larger between ORF and reading comprehension scores than between ORF and basic reading skills. ORF scores from spring were more highly related to high stakes tests than other times of the year. Students' ORF scores were more strongly related to high stakes tests when in computer-based interventions compared to instructor-led interventions. In predicting third grade high stakes test scores, first grade ORF scores had the most variance for the non-intervention sample, while third grade ORF scores had the most variance for the intervention sample.
ContributorsDevena, Sarah (Author) / Caterino, Linda (Thesis advisor) / Balles, John (Committee member) / Mathur, Sarup (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examined the effects of an intensive remedial program, Wilson Reading System (WRS), on 43 struggling readers from second to twelfth grade. The students, who attended a large southwestern urban school district, were all at least two grade levels below their peers in reading. Participants received 20 hours of WRS instruction over the course of one month as part of a WRS teacher certification course. Using the Woodcock-Johnson III Tests of Achievement, students were evaluated prior to and following their participation in the intensive summer program using five subtests (Letter-Word Identification, Reading Fluency, Spelling, Word Attack, and Spelling of Sounds) and two clusters (Basic Reading and Phoneme/Grapheme Knowledge) to assess gains in students' reading achievement. Since the intervention was delivered for such a brief period, this study was designed to provide a snapshot measure of initial reading skill gains. While a failure to perform significantly better was observed on the Letter-Word Identification, Reading Fluency, and Spelling subtests, students demonstrated significant improvement on Word Attack and Spelling of Sounds subtests following WRS instruction. Furthermore, students significantly improved on the Basic Reading and Phoneme/Grapheme Knowledge clusters. Study limitations and implications for future research and practice are discussed.
ContributorsAshby, Kristina (Author) / Caterino Kulhavy, Linda (Thesis advisor) / Gatt, Jennifer T (Committee member) / Mathur, Sarup (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT
The purpose of this descriptive study was to gain an understanding of the confidence level held by third, fourth, and fifth grade teachers as to their preparedness for teaching the cognitive demands of the Common Core State Standards (Arizona's College and Career Ready Standards) to all students, in particular Hispanic students living in poverty, who occupy close to a third of all classroom seats in Arizona. The achievement gap between Hispanic students living in poverty and non-Hispanic students of non-poverty status is one of the largest achievement gaps in Arizona, which has existed with minimal change for more than 12 years. By gaining an understanding of the teachers' confidence in teaching critical thinking skills, further support and professional development is suggested to link a teacher's knowledge to instructional practice that in turn increases the academic achievement of Arizona's poor Hispanic students.
The process of gaining this understanding was by using a multi-dimensional survey with 500 third through fifth grade teachers in two uniquely different, but representative, Arizona school districts. Approximately one-third of those teachers responded to the multi-dimensional survey about teaching the critical thinking (CT) skills of Arizona's College and Career Ready Standards for English Language Arts. The survey asked teachers to rate their levels of preparedness for teaching CT to several types of students, to choose a CT definition, describe the relationship of CT and reading, explain how they teach CT to students who are reading below grade level, express the support they need to teach CT to those students, and rate the effectiveness of several CT classroom vignettes for different types of students. Although the questions involved several types of students, the primary focus was on exploring the teachers' position with teaching CT to Low SES Hispanic students.
A disconnect was revealed between the teachers' perception that they had the ability and knowledge necessary to teach critical thinking skills and their ability to identify ineffective critical thinking instructional practices. This disconnect may be interfering with the link between the professional development teachers are currently receiving to implement Common Core State Standards and teachers actively engaging in learning what is needed to effectively teach critical thinking skills to their students.
The purpose of this descriptive study was to gain an understanding of the confidence level held by third, fourth, and fifth grade teachers as to their preparedness for teaching the cognitive demands of the Common Core State Standards (Arizona's College and Career Ready Standards) to all students, in particular Hispanic students living in poverty, who occupy close to a third of all classroom seats in Arizona. The achievement gap between Hispanic students living in poverty and non-Hispanic students of non-poverty status is one of the largest achievement gaps in Arizona, which has existed with minimal change for more than 12 years. By gaining an understanding of the teachers' confidence in teaching critical thinking skills, further support and professional development is suggested to link a teacher's knowledge to instructional practice that in turn increases the academic achievement of Arizona's poor Hispanic students.
The process of gaining this understanding was by using a multi-dimensional survey with 500 third through fifth grade teachers in two uniquely different, but representative, Arizona school districts. Approximately one-third of those teachers responded to the multi-dimensional survey about teaching the critical thinking (CT) skills of Arizona's College and Career Ready Standards for English Language Arts. The survey asked teachers to rate their levels of preparedness for teaching CT to several types of students, to choose a CT definition, describe the relationship of CT and reading, explain how they teach CT to students who are reading below grade level, express the support they need to teach CT to those students, and rate the effectiveness of several CT classroom vignettes for different types of students. Although the questions involved several types of students, the primary focus was on exploring the teachers' position with teaching CT to Low SES Hispanic students.
A disconnect was revealed between the teachers' perception that they had the ability and knowledge necessary to teach critical thinking skills and their ability to identify ineffective critical thinking instructional practices. This disconnect may be interfering with the link between the professional development teachers are currently receiving to implement Common Core State Standards and teachers actively engaging in learning what is needed to effectively teach critical thinking skills to their students.
ContributorsFast, Deborah (Author) / Fischman, Gustavo E (Thesis advisor) / Harris, Connie (Committee member) / Bader, Beth (Committee member) / Arizona State University (Publisher)
Created2014
Description
This qualitative study explores the learning experiences of two first-grade teachers in a progressive public elementary school in the southwestern U.S. Participants inquired into their literacy instruction practices within their reading-workshops. Weekly inquiry group conversations between teachers and researcher informed a perspective of learning as participation. During the semester-long study, two key questions guided design and implementation: 1) What is the nature of teachers' learning experiences related to their literacy instruction practices, contextualized within an inquiry group? 2) How do those learning experiences reflect and/or refract the community, interpersonal, and individual planes of analysis? An ethnographic perspective informed data collection and analysis; data were collected through weekly inquiry-group conversations, bi-weekly classroom observations, and in-depth interviews. A learning framework of community, interpersonal, and individual planes of analysis served as an analytic tool used in conjunction with a modified analytic induction. Teachers' case studies offer unique accounts of their learning, contextualized within their specific classrooms. Findings are discussed through narrative-based vignettes, which illustrate teachers' learning trajectories. On the community plane, apprenticeship relationships were evident in teachers' interactions with students' parents and with one another. Interpersonal interactions between teachers demonstrated patterns of participation wherein each tried to teach the other as they negotiated their professional identities. Analysis of the individual plane revealed that teachers' past experiences and personal identities contributed to ways of participation for both teachers that were highly personal and unique to each. Affective considerations in learning were a significant finding within this study, adding dimensionality to this particular sociocultural theory of learning. The ways teachers felt about themselves, their students, their community, and their work constituted a significant influence on what they said and did, as demonstrated on all three planes of analysis. Implications for practice include the significance of professional development efforts that begin at the site of teachers' questions, and attention to teachers' individual learning trajectories as a means to supporting educators to teach in more confident and connected ways.
ContributorsSteeg, Susanna Mae (Author) / Mccarty, Teresa L. (Thesis advisor) / Fischman, Gustavo E. (Committee member) / Marsh, Josephine P. (Committee member) / Smith, Karen (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study compared a stimulus fading (SF) procedure with a constant time delay (CTD) procedure for identification of consonant-vowel-consonant (CVC) nonsense words for a participant with autism. An alternating treatments design was utilized through a computer-based format. Receptive identification of target words was evaluated using a computer format and the researcher conducted a generalization probe for expressive identification evaluation. Neither treatment condition resulted in consistent gains on the receptive identification measure. Both treatment conditions resulted in gains on the expressive identification assessment. The SF treatment condition was more efficient due to 1) accuracy in identifying all of the SF target words in fewer sessions than the CTD target words and 2) incidental learning that occurred as a result of exposure to additional SF words as distracter choices and in receptive identification assessments. Implications are discussed.
ContributorsRedhair, Emily (Author) / McCoy, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Zucker, Stanley (Committee member) / Caterino, Linda (Committee member) / Arizona State University (Publisher)
Created2011
Description
This dissertation offers three essays that investigate consumers’ health-related food choices and behaviors from three different, yet complementary, angles. The first essay uses an eye-tracking experiment to examine consumers’ visual attention to the Nutrition Facts Panels for healthy and unhealthy products. In this essay, I focus on how involvement and familiarity affect consumers’ attention toward the Nutrition Facts panel and how these two psychological factors interact with new label format changes in attracting consumers’ attention. In the second essay, I demonstrate using individual-level scanner data that nutritional attributes interact with marketing mix elements to affect consumers’ nutrition intake profiles and their intra-category substitution patterns. My findings suggest that marketing-mix sensitivities are correlated with consumers’ preferences for nutrient attributes in ways that depend on the “healthiness” of the nutrient. For instance, featuring promotes is positively correlated with “healthy” nutritional characteristics such as high-protein, low-fat, or low-carbohydrates, whereas promotion and display are positively correlated with preferences for “unhealthy” characteristics such as high-fat, or high-carbohydrates. I use model simulations to show that some marketing-mix elements are able to induce consumers to purchase items with higher maximum-content levels than others. The fourth chapter shows that dieters are not all the same. I develop and validate a new scale that measures lay theories about abstinence vs. moderation. My findings from a series of experiments indicate that dieters’ recovery from recalled vs. actual indulgences depend on whether they favor abstinence or moderation. However, compensatory coping strategies provide paths for people with both lay theories to recover after an indulgence, in their own ways. The three essays provide insights into individual differences that determine approaches of purchase behaviors, and consumption patterns, and life style that people choose, and these insights have potential policy implications to aid in designing the food-related interventions and policies to improve the healthiness of consumers’ consumption profiles and more general food well-being.
ContributorsXie, Yi (Author) / Richards, Timothy (Thesis advisor) / Mandel, Naomi (Committee member) / Grebitus, Carola (Committee member) / Arizona State University (Publisher)
Created2018
Description
This article can be divided into six parts.
The first chapter analyzes the background, theatrical and particle reasons of this research. The author argues that the management of law firm needs a set of good system. The first one is operating the law firm in scale, and the other on is corporate management model, which shall be constructed in detail in the paper and will be put into practice by the law firm in which the author is worked.
The second chapter will introduce modern management theory, combining the situation of management in our law firm to analyze, raising some reasonable suggestions and instructions to promote our law firm to achieve the corporate management.
In the third chapter, the first chapter, starting with the review of the development process of foreign and our law firms, listing the organizational forms and the characteristics of our law firm, analyzing the situation and the drawbacks of the law firm management.
The fourth and fifth chapter introduce he background, the connotation of the corporate management model, listing the development and successful experience of some typical cases in respect of corporate management.
In the last chapter, the construction of corporate management model will be introduced in terms of organization form, human resource management and informationizing development.
The corporate management model is not mature in china. Though it is not easy to reform the existing model, but it should be believed that the development benefiting the legal industry will be achieved.
The first chapter analyzes the background, theatrical and particle reasons of this research. The author argues that the management of law firm needs a set of good system. The first one is operating the law firm in scale, and the other on is corporate management model, which shall be constructed in detail in the paper and will be put into practice by the law firm in which the author is worked.
The second chapter will introduce modern management theory, combining the situation of management in our law firm to analyze, raising some reasonable suggestions and instructions to promote our law firm to achieve the corporate management.
In the third chapter, the first chapter, starting with the review of the development process of foreign and our law firms, listing the organizational forms and the characteristics of our law firm, analyzing the situation and the drawbacks of the law firm management.
The fourth and fifth chapter introduce he background, the connotation of the corporate management model, listing the development and successful experience of some typical cases in respect of corporate management.
In the last chapter, the construction of corporate management model will be introduced in terms of organization form, human resource management and informationizing development.
The corporate management model is not mature in china. Though it is not easy to reform the existing model, but it should be believed that the development benefiting the legal industry will be achieved.
ContributorsZhu, Ping (Author) / Gu, Bin (Thesis advisor) / Chang, Chun (Thesis advisor) / Zhu, Ning (Committee member) / Arizona State University (Publisher)
Created2017
Description
Due to the booming young mothers and fathers in the new era as well as the changes in the concept of parenting and the favorable liberalization of China's second child policy, the maternal-baby nursing market continues to grow, and it has become a must for businesses nowadays. In 2020, the size of the maternal-baby nursing market will reach 3.6 trillion. (Data: Yibang Power China's Maternal and Child Industry White Paper 2017).
The rapid development of mobile Internet, highly transparent information, consumers grasp the sovereignty, along with the rise of the middle class, consumption increase encouraged personalized, customized needs. The boundaries between online and offline are becoming increasingly blurred. Consumers are more inclined to choose multi-category with service channel providers. If the retailers still rely on good market resources, and the difference between the sales and purchase of commodities, they will face a huge challenge of the decrease in passenger flow and a decline in performance.
The paper takes the relationship between maternal-baby nursing retailers and targets customers as the study object, based on customer service of maternal-baby nursing retailer data, empirical studies, we found that this particular group, mothers and babies, especially value safety, quality, public praise and community review. If the retail enterprise attaches importance to establishing relationships with customers and enhances the relational viscosity through mutual trust, emotional formation and spread of public praise, it will help to increase the traffic volume and increase the output value of single customers.
The maternal-baby nursing retailers form a strong relationship between enterprises and customers by establishing a strong relationship between products and customers, employees and customers, and customers to customers. Maternal-baby nursing retailers operate single-customer value deeply, build a heavy membership system and manage customer assets, thereby enhancing their brand and performance.
The research on the method of establishing the strong tie can be considered as an analysis of feasibility. The research results of this paper will help to improve the overall customer service experience and satisfaction of the mother and infant retail industry, enhance the development of the whole industry and draw significance lessons from other service industries.
The rapid development of mobile Internet, highly transparent information, consumers grasp the sovereignty, along with the rise of the middle class, consumption increase encouraged personalized, customized needs. The boundaries between online and offline are becoming increasingly blurred. Consumers are more inclined to choose multi-category with service channel providers. If the retailers still rely on good market resources, and the difference between the sales and purchase of commodities, they will face a huge challenge of the decrease in passenger flow and a decline in performance.
The paper takes the relationship between maternal-baby nursing retailers and targets customers as the study object, based on customer service of maternal-baby nursing retailer data, empirical studies, we found that this particular group, mothers and babies, especially value safety, quality, public praise and community review. If the retail enterprise attaches importance to establishing relationships with customers and enhances the relational viscosity through mutual trust, emotional formation and spread of public praise, it will help to increase the traffic volume and increase the output value of single customers.
The maternal-baby nursing retailers form a strong relationship between enterprises and customers by establishing a strong relationship between products and customers, employees and customers, and customers to customers. Maternal-baby nursing retailers operate single-customer value deeply, build a heavy membership system and manage customer assets, thereby enhancing their brand and performance.
The research on the method of establishing the strong tie can be considered as an analysis of feasibility. The research results of this paper will help to improve the overall customer service experience and satisfaction of the mother and infant retail industry, enhance the development of the whole industry and draw significance lessons from other service industries.
ContributorsWang, Jianguo (Author) / Gu, Bin (Thesis advisor) / Chen, Hong (Thesis advisor) / Cui, Haitao (Committee member) / Arizona State University (Publisher)
Created2018
Description
This study examines the 3 key questions of media budget allocation, to find our a better invest model. Including spending share of traditional media and digital media, program selection strategy and duration mix optimization to analyse the trend of sample A (a global cosmetic brand) . Based on every test media campaign, we do research of media performance and sales volumn, add youth consumer behavior result, to develop a media investment ROI model for this brand. Create the evaluation system according to past big data and find the learnings of different length TVC usage. Of course all relavant findings and implications will be summarized after every section.
ContributorsXu, Jin (Author) / Gu, Bin (Thesis advisor) / Chen, Xinlei (Thesis advisor) / Shao, Benjamin (Committee member) / Arizona State University (Publisher)
Created2018