The problem with which this investigation is concerned is that of developing a theory in vocal pedagogy, voiception, which could provide teaching techniques with tangibility for gaining control of both voluntary and involuntary functions of the singing act. This study appears to show that feeling tone and cognition are innately involved with singing, since the vocal instrument is actually a part of the singer. Analysis of the sung vowel through the singing sensation is the connecting link for gaining control of involuntary vocal functions.

The problem of this study was to determine the differences on selected variables between who prefer a lecture-test learning approach and those who prefer a lecture-contingency management learning approach after experience with both learning systems in an introductory psychology course. The purposes were 1) to compare personality characteristics of self-concept and reward expectancies between students who select a lecture-contingency management and those who select a lecture-test learning approach; 2) to determine the effect on academic achievement of preference for a lecture-contingency management versus a lecture-test learning approach; and 3) to compare age, grade point average, and previous instructional experience between students who choose a lecture-contingency management and those who choose a lecture-test learning approach after experience with both approaches of students in an introductory psychology course in a metropolitan community college.

The problem investigated was to compare the effects of orders of presentation and anchors on the ratings of perceived exertion obtained during bicycle ergometry. Based on the statistical analysis of the data, the following findings were apparent: 1. It was found that there were no significant differences in mean scores of perceived exertion obtained among the orders of presentation, ascending, descending, and random. 2. It was found that the light anchor mean score was significantly greater than those of the heavy or identical anchor. 3. It was found that there were significant differences among the ratings of perceived exertion that may be attributed to changes in work loads. 4. It was found that there were significant differences among the mean scores of ratings of perceived exertion that may be attributed to the interaction of the main effects. As a result of the findings, the following conclusions were deemed appropriate within the limitations of the study: 1. Ratings of perceived exertion in ascending and random order increased proportionately in value as the work load increases. 2. Contrast effects are present in ratings of perceived exertion obtained during bicycle ergometry. 3. The majority of previous findings agree with the present research with …

The problem of this study was a comparison of two techniques of teaching general education mathematics: a transpersonal psychology technique and a lecture-oriented technique. The purposes of the study were to determine the relative effectiveness of a transpersonal psychology technique and a lecture-oriented technique in promoting an understanding of the structure of the real number system, in the development of students' attitudes toward mathematics, and in the retention of knowledge of the real number system. The results of this study were generally inconclusive. It seems necessary that more research be done in the application of relaxation procedures and guided fantasy journeys to the teaching of mathematics before definite conclusions are drawn concerning the effectiveness of the techniques. The paper describing the experimental study consists of five chapters, five appendixes, and a general bibliography. The first chapter is introductory and presents the problem, purposes, hypotheses, and other introductory materials. The second chapter consists of a synthesis of research done in the area of man's two-hemisphere brain and a synthesis of material on the informal applications of the transpersonal teaching technique. Chapters four and five describe the collection of data and the analysis of the data. The fifth chapter presents findings, conclusions, …

The problem with which this investigation is concerned is one of increasing the goal-striving and achievement behavior of externally controlled students. The present study was designed to test the efficacy of short-term persistence training. The purpose of the training was to alter temporarily the cue discrimination and paired-associate memory task outcomes of externally controlled students. It was found that persistence training had no significant effect on either the cue discrimination or paired associate memory task performance of the students. Surprisingly, internals failed to do better than externals, regardless of the type of persistence training or the task employed. Although the total internal IARQ scores of the students in this study were comparable to those of the standardized norm of the IARQ, the students did not perform as might have been expected from the review of the literature. Because persistence training failed to enhance the students' cue discrimination or paired-associate memory task performance, it was concluded that brief persistence training was ineffective. However, because externals performed comparably to internals it was also concluded that the locus of control dimension was not predictive of achievement on these tasks for these students. This finding was in opposition to most related literature. Further research …

The problem of this study was an analysis of results obtained by a computer-assisted instructional approach and a lecture-demonstration instructional approach of teaching mathematical concepts in the area of office machines at the community college level. The purposes of this study were as follows: (1) to determine which method, the lecture-demonstration or computer assisted instruction, will produce the better mathematical skill in office machines; (2) to determine the effectiveness of computer-assisted instruction as compared to the lecture demonstration approach on the student’s attitude toward office machines, as measured by the Purdue attitude scale; (3) to compare the correlation between attitude and achievement for the computer-assisted instruction group and the lecture-demonstration group; and (4) to compare the correlation between attitude and achievement for high-ability students and low-ability students, based on scores obtained from the Otis-Lennon Mental Ability Test. The findings in this study indicate that there were no significant differences in mathematical achievement, attitude scores, or the correlation between attitude and achievement between students in the computer-assisted group and students in the lecture-demonstration group. The following conclusions were formulated from an analysis of this study. 1. Based on the mathematical achievement scores and the statistical analysis presented in this study, it …