DOCSLIB.ORG

Visual Ambiguity Priming Promotes Uniqueness in Art-Viewing Responses

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Visual Ambiguity Priming Promotes Uniqueness in Art-Viewing Responses Visual Ambiguity Priming Promotes Uniqueness in Art-Viewing Responses. by Francesco V. Donato A Dissertation in Cognition & Cognitive Neuroscience Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfilment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Approved Dr. Michael Serra Chair of Committee Dr. Roman Taraban Dr. Tyler Davis Dr. Keith Jones Dr. Mark Sheridan Dean of the Graduate School December, 2019 Copyright 2019, Francesco V. Donato Texas Tech University, Francesco V. Donato, December 2019 ACKNOWLEDGMENTS Gratitude is extended to my entire dissertation committee; Roman Taraban, Keith Jones, Tyler Davis and especially to my committee chair, Michael Serra. Their willingness and availability helped ensure that I finished in a timely manner. I also reflect warmly on the support I received from the close friends I gained during my time in Texas. These magnanimous people include John Schumacher, Elizabeth Briones, Serena Mangano, Elizabeth Green, Brittney Neilson, Ethan Dahl, and Sean O’bryan. Two of my oldest friends, Bobby Davidson and John J. Briggs were tirelessly available whenever I needed to vent frustration or share a small accomplishment. These two gentlemen provided constant encouragement and support throughout this endeavor. Finally, I am absolutely certain that this document would never have existed if it was not for the sacrifices of my mother, Concetta Donato; a seventeen-year-old farmgirl from Sicily who would eventually only graduate high school while still struggling with English. After flatlining and being resuscitated during my birth, she dedicated herself simply to making sure I had as many opportunities to grow, learn and express myself as possible. She has proudly spent her life as a seamstress and today, she is treasured not just by me, but also by the entirety of a small community in the Florida panhandle who would likely be walking around in baggy uniforms and poorly fitted prom dresses if it was not for her. ii Texas Tech University, Francesco V. Donato, December 2019 TABLE OF CONTENTS Acknowledgments ..........................................................................................................ii Abstract ...........................................................................................................................iv List of Tables ..................................................................................................................v List of Figures .................................................................................................................vi 1. Introduction ................................................................................................................1 1.1 Locating divergent thinking within empirical aesthetics ...............................4 1.2 Incoming visual information in empirical aesthetics .....................................6 1.3 That which hinders creativity.........................................................................8 1.4 That which supports creativity .......................................................................11 1.4.1 Broad empirical support for shifting perceptual orientation ......12 1.4.2 Mechanisms behind the contemplative, perceptual orientation ..13 1.5 Current Study .................................................................................................17 2. Method and Results ...................................................................................................21 2.1 Study 1 ...........................................................................................................21 2.2 Study 2 ...........................................................................................................29 3. General Discussion .....................................................................................................41 References .......................................................................................................................51 Appendices ......................................................................................................................69 A. Extended Literature Review ..........................................................................69 B. Assumption testing (study 1) .........................................................................194 C. Assumption testing (study 2/time on task analysis) .......................................197 D. Assumption testing (study 2/uniqueness analysis) ........................................205 iii Texas Tech University, Francesco V. Donato, December 2019 ABSTRACT Generally speaking, we navigate most of our daily lives through a mode of visual perception that is externally directed with a bias towards object recognition. This orientation allows for the formation of early predictions within the brain’s visual processing system which leads to a narrowing focus of both semantic-associative processes as well as their resulting potential inferences that we derive from what we encounter visually. This approach is reinforced and cultivated across our lifespans because of its usefulness during our daily lives to help us correctly identify what we are looking at in an automatic and seemingly effortless manner. The problem with this mode of visual perception is that it is counterproductive during an aesthetic experience. Visual art—unlike similar experiences such as entertainment, decoration, or propaganda—is not intended to provide a single, correct interpretation. Nonetheless, most of us unknowingly apply our externally directed attention and its subsequent narrowing associative processes when encountering such aesthetic objects that were initially intended to provide us with the opportunity to explore our more imaginative faculties. Such novice art viewers consistently access only the most literal, superficial interpretations of an artwork’s semantic features—its knowable content—because they lack the experience of actively calling upon their more imaginative faculties when faced with the impenetrable ambiguity of an artwork’s stylistic features. With all this in mind, two studies were conducted using an innovative perceptual intervention capable of artificially shifting a utilitarian perceptual orientation towards a more aesthetically conducive, exploratory approach. The resulting short-lived effect promoted deeper, more imaginative engagements for art viewers across the spectrum of art-specific expertise. iv Texas Tech University, Francesco V. Donato, December 2019 LIST OF TABLES 1. Common Nouns & their Most Common Verb Responses & Frequencies ................26 2. Descriptive Statistics (MANOVA) ............................................................................28 3. Univariate Tests of Between-Subject Effects ............................................................29 4. Descriptive Statistics (MANCOVA) (in milliseconds) .............................................37 5. Descriptive Statistics for uniqueness and expertise by condition ..............................39 6. Final Model Summary: MLR Analysis......................................................................39 7. Pearson Correlations: Semantic distance, contemplation, typing time ......................194 8. Test of Multivariate Normality ..................................................................................196 9. Leven’s Test of Equality of Error Variance ...............................................................196 10. Test of Univariate normality on Full Data before Transformation ............................198 11. Test of Univariate Normality, Reduced Data before Transformation .......................198 12. Test of Univariate Normality, Reduced Data After Transformation .........................201 13. Test of Univariate Normality, Reduced Data After Transformation .........................202 14. Box’s Test of Equality of Covariance Matrices .........................................................204 15. Levene’s Test of Equality of Error Variances ...........................................................204 16. Univariate Tests of Between-subject effects on time measures .................................204 17. Tolerance and VIF Values .........................................................................................205 v Texas Tech University, Francesco V. Donato, December 2019 LIST OF FIGURES 1. Examples of sharp and blurred images according to the methodology .....................22 2. Study 1 on-screen instructions ...................................................................................25 3. Study 1 Probing phase sequence ................................................................................27 4. Study 2 Painting examples .........................................................................................32 5. Aesthetic fluency scale ..............................................................................................33 6. Study 2 on-screen instructions ...................................................................................34 7. Study 2 Screen images of the probing phase presentation .........................................35 8. Sharp & Blur condition plots, uniqueness & expertise ..............................................40 9. Scatterplot matrices of DVs for participants in the Sharp condition .........................195 10. Scatterplot matrices of DVs for participants in the Blurry condition ........................195 11. Histogram of (untransformed) baseline
Load more

Recommended publications
  • The Epistemology of Evidence in Cognitive Neuroscience1
    To appear in In R. Skipper Jr., C. Allen, R. A. Ankeny, C. F. Craver, L. Darden, G. Mikkelson, and R. Richardson (eds.), Philosophy and the Life Sciences: A Reader. Cambridge, MA: MIT Press. The Epistemology of Evidence in Cognitive Neuroscience1 William Bechtel Department of Philosophy and Science Studies University of California, San Diego 1. The Epistemology of Evidence It is no secret that scientists argue. They argue about theories. But even more, they argue about the evidence for theories. Is the evidence itself trustworthy? This is a bit surprising from the perspective of traditional empiricist accounts of scientific methodology according to which the evidence for scientific theories stems from observation, especially observation with the naked eye. These accounts portray the testing of scientific theories as a matter of comparing the predictions of the theory with the data generated by these observations, which are taken to provide an objective link to reality. One lesson philosophers of science have learned in the last 40 years is that even observation with the naked eye is not as epistemically straightforward as was once assumed. What one is able to see depends upon one’s training: a novice looking through a microscope may fail to recognize the neuron and its processes (Hanson, 1958; Kuhn, 1962/1970).2 But a second lesson is only beginning to be appreciated: evidence in science is often not procured through simple observations with the naked eye, but observations mediated by complex instruments and sophisticated research techniques. What is most important, epistemically, about these techniques is that they often radically alter the phenomena under investigation.
    [Show full text]
  • Richard Gregory Pri- 1970 He Moved to the University of Bristol, Where He 19 Marily from His Small 1966 Masterpiece Eye and Brain Remained for the Rest of His Career
    1 2 3 4 5 6 7 8 9 Obituary 10 11 ALFRED H. FUCHS, EDITOR 12 Bowdoin College 13 14 15 16 17 RICHARD LANGTON GREGORy (1923–2010) 18 19 20 21 BRUCE BRIDGEMAN 22 University of California, Santa Cruz 23 A giant among cognitive scientists, Richard L. Gregory died on May 17th at the age 24 of 86. While most of us remember him for his pioneering work in perception, he 25 had many other interests and accomplishments as well. Though I knew him only 26 late in his life, he always had a spark of boyish curiosity and enthusiasm. Gregory 27 had a way of cocking his head and looking down at his conversation partners; with 28 his height, he looked down at almost everyone, literally but never figuratively. He 29 must have been born tall—it’s impossible to imagine him any other way. 30 Gregory was born into an academic family. His father Christopher was the first 31 director of the University of London Observatory, and he attended a public school 32 (in North America, a private school). His education was interrupted by WWII, 33 during which he served in the signals branch of the Royal Air Force. Continuing on 34 the academic fast track, in 1947 he entered Downing College, Cambridge, studying 35 philosophy and experimental psychology, tutored by Bertrand Russell in the small 36 world of British academia at the time. After earning his degree in 1950, he stayed 37 in Cambridge to work at the Medical Research Council applied psychology unit 38 under Frederic Bartlett, one of Bartlett’s last students and, for Gregory, one of his 39 most treasured mentors.
    [Show full text]
  • August in San Diego: Neuroscience for Architecture, Urbanism & Design
    August in San Diego: Neuroscience for Architecture, Urbanism & Design Michael A. Arbib University of California at San Diego NewSchool of Architecture and Design [email protected] (August 24, 2019) Table of Contents 1. Introduction + Evidence Based Design ........................................................................... 2 Neuroscience For Architecture, Urbanism & Design ............................................................. 2 NfA and ANFA ......................................................................................................................... 4 Evidence-based design ........................................................................................................... 5 2. From Neuroscience to Architecture and Back Again ....................................................... 6 The Spectrum from Neuroscience to Architecture ................................................................ 6 Core Neuroscience/Cognitive Science: The Action-Perception Cycle and Affordances ........ 9 Embodied Cognition/Embrained Bodies .............................................................................. 10 Linking Music and Architecture ............................................................................................ 11 3. Measuring Physiological and Neural Correlates............................................................ 11 Core Neuroscience: The Autonomic Nervous System ......................................................... 11 What can we measure and what does it mean? .................................................................
    [Show full text]
  • Mental Imagery: in Search of a Theory
    BEHAVIORAL AND BRAIN SCIENCES (2002) 25, 157–238 Printed in the United States of America Mental imagery: In search of a theory Zenon W. Pylyshyn Rutgers Center for Cognitive Science, Rutgers University, Busch Campus, Piscataway, NJ 08854-8020. [email protected] http://ruccs.rutgers.edu/faculty/pylyshyn.html Abstract: It is generally accepted that there is something special about reasoning by using mental images. The question of how it is spe- cial, however, has never been satisfactorily spelled out, despite more than thirty years of research in the post-behaviorist tradition. This article considers some of the general motivation for the assumption that entertaining mental images involves inspecting a picture-like object. It sets out a distinction between phenomena attributable to the nature of mind to what is called the cognitive architecture, and ones that are attributable to tacit knowledge used to simulate what would happen in a visual situation. With this distinction in mind, the paper then considers in detail the widely held assumption that in some important sense images are spatially displayed or are depictive, and that examining images uses the same mechanisms that are deployed in visual perception. I argue that the assumption of the spatial or depictive nature of images is only explanatory if taken literally, as a claim about how images are physically instantiated in the brain, and that the literal view fails for a number of empirical reasons – for example, because of the cognitive penetrability of the phenomena cited in its favor. Similarly, while it is arguably the case that imagery and vision involve some of the same mechanisms, this tells us very little about the nature of mental imagery and does not support claims about the pictorial nature of mental images.
    [Show full text]
  • Downloaded by [New York University] at 06:54 14 August 2016 Classic Case Studies in Psychology
    Downloaded by [New York University] at 06:54 14 August 2016 Classic Case Studies in Psychology The human mind is both extraordinary and compelling. But this is more than a collection of case studies; it is a selection of stories that illustrate some of the most extreme forms of human behaviour. From the leader who convinced his followers to kill themselves to the man who lost his memory; from the boy who was brought up as a girl to the woman with several personalities, Geoff Rolls illustrates some of the most fundamental tenets of psychology. Each case study has provided invaluable insights for scholars and researchers, and amazed the public at large. Several have been the inspiration for works of fiction, for example the story of Kim Peek, the real Rain Man. This new edition features three new case studies, including the story of Charles Decker who was tried for the attempted murder of two people but acquitted on the basis of a neurological condition, and Dorothy Martin, whose persisting belief in an impending alien invasion is an illuminating example of cognitive dissonance. In addition, each case study is contextualized with more typical behaviour, while the latest thinking in each sub-field is also discussed. Classic Case Studies in Psychology is accessibly written and requires no prior knowledge of psychology, but simply an interest in the human condition. It is a book that will amaze, sometimes disturb, but above all enlighten its readers. Downloaded by [New York University] at 06:54 14 August 2016 Geoff Rolls is Head of Psychology at Peter Symonds College in Winchester and formerly a Research Fellow at Southampton University, UK.
    [Show full text]
  • Gregory, Richard
    TODAY'S NEUROSCIENCE, TOMORROW'S HISTORY A Video Archive Project Professor Richard Gregory Interviewed by Richard Thomas Supported by the Wellcome Trust, Grant no: 080160/Z/06/Z to Dr Tilli Tansey, Wellcome Trust Centre for the History of Medicine, UCL, and Professor Leslie Iversen, Department of Pharmacology, University of Oxford. Interview Transcript Early years and influences I was brought up in London where my father had his observatory. He was an astronomer and he was the first director of the University of London Observatory, which was, and still is in fact, in Mill Hill, and was being built when I was quite small. There were three telescopes in the observatory, and the smaller one I actually used a lot. We sort of called it ‘my telescope’ and it was quite small. It was an 8-inch refractor, and I used to look at globular clusters and stuff like that, and I had my own spectroscope and I had a little laboratory with instruments. I always loved playing about with them. Luckily, the kind of play wasn’t serious science. I used to sort of play with instruments and look through telescopes without really doing much in the way of making proper measurements, that sort of fooling about, which I must admit I still do to some extent. Then I went up to Cambridge. I got a scholarship from the Air Force actually, and I went to my father’s college, Downing, in 1947 to read philosophy and also experimental psychology in my third year, but started off really in philosophy.
    [Show full text]
  • Review of Neurons, Perception, and Communication
    AI Magazine Volume 13 Number 2 (1992) (© AAAI) Book Reviews BookReviews Neurons, Perception, cussion of viewpoint in the novel! machinery is identified in the brain, Further, the essays themselves stay less and less space is left for general- and Communication firmly within the territory of the purpose computation. authors’ expertise: They are either In “What Does the Brain See? How Philip Swarm overviews of the state of the art or a Does It Understand?” Horace Barlow Images and Understanding: Thoughts piece of work in progress at the time presents the anatomy of the brain, about Images, Ideas about Understand- of invitation. I found that the only visual pathways, cortical maps, and ing, H. Barlow, C. Blakemore, and M. way to make sense of the volume was the structure of receptive fields for Weston-Smith, eds., A collection of to deconstruct it and reassemble the individual neurons. This system essays based on a Rank Prize Fund’s essays according to their original dis- transforms the raw image projected International Symposium, organized ciplines, hence my title and the order onto the retina into a cortical image with the help of Jonathan Miller and that I follow in this review. The stated that has been filtered and restruc- held at the Royal Society in October interdisciplinary claims of the editors tured in many ways. However, as it is 1986, Cambridge University Press, are further weakened by the absence held in the primary visual cortex, this Cambridge, United Kingdom, 1990, of discussion among the participants image is still largely a meaningless 401 pp., ISBN O-521-34177-9 (cloth), themselves; they do not even say if bitwise representation.
    [Show full text]
  • Eric Kandel's Personal Collection.)
    IN SEARCH OF MEMORY The Emergence of a New Science of Mind ERIC R. KANDEL Copyright © 2006 ISBN 0-393-05863-8 POUR DENISE CONTENTS Preface xi ONE 1. Personal Memory and the Biology of Memory Storage 3 2. A Childhood in Vienna 12 3. An American Education 33 TWO 4. One Cell at a Time 53 5. The Nerve Cell Speaks 74 6. Conversation Between Nerve Cells 90 7. Simple and Complex Neuronal Systems 103 8. Different Memories, Different Brain Regions 116 9. Searching for an Ideal System to Study Memory 135 10. Neural Analogs of Learning 150 THREE 11. Strengthening Synaptic Connections 165 12. A Center for Neurobiology and Behavior 180 13. Even a Simple Behavior Can Be Modified by Learning 187 14. Synapses Change with Experience 198 15. The Biological Basis of Individuality 208 16. Molecules and Short-Term Memory 221 17. Long-Term Memory 240 18. Memory Genes 247 19. A Dialogue Between Genes and Synapses 201 FOUR 20. A Return to Complex Memory 279 21. Synapses Also Hold Our Fondest Memories 286 22. The Brain's Picture of the External World 295 23. Attention Must Be Paid! 307 FIVE 24. A Little Red Pill 319 25. Mice, Men, and Mental Illness 335 26. A New Way to Treat Mental Illness 352 27. Biology and the Renaissance of Psychoanalytic Thought 363 28. Consciousness 376 SIX 29. Rediscovering Vienna via Stockholm 393 30. Learning from Memory: Prospects 416 Glossary 431 Notes and Sources 453 Acknowledgments 485 Index 489 PREFACE Understanding the human mind in biological terms has emerged as the central challenge for science in the twenty-first century.
    [Show full text]
  • The Epistemology of Evidence in Cognitive Neuroscience
    The Epistemology of Evidence in Cognitive Neuroscience William Bechtel Department of Philosophy University of California, San Diego 1. The Epistemology of Evidence It is no secret that scientists argue. They argue about theories. But even more, they argue about the evidence for theories. Is the evidence itself trustworthy? This is a bit surprising from the perspective of traditional empiricist accounts of scientific methodology according to which the evidence for scientific theories stems from observation, especially observation with the naked eye. These accounts portray the testing of scientific theories as a matter of comparing the predictions of the theory with the data generated by these observations, which are taken to provide an objective portrayal of reality. One lesson philosophers of science have learned in the last 40 years is that even observation with the naked eye is not as epistemically straightforward as sometimes assumed. What one is able to see depends upon one’s training: a novice looking through a microscope may fail to recognize the neuron and its processes (Hanson, 1958; Kuhn, 1962/1970).1 But a second lesson is only beginning to be appreciated: evidence in science is often not procured through simple observations with the naked eye, but observations mediated by complex instruments and sophisticated research techniques. What is most important, epistemically, about these techniques is that they often radically alter the phenomena under investigation. Moreover, the exact nature of this alteration is frequently poorly understood (Golgi staining is a extreme but illustrative example—100 years after the introduction by Camillo Golgi of the silver nitrate stain, we still do not understand why it binds to only a few neurons in a preparation, which is the very feature which has made it so useful in neuroanatomy).
    [Show full text]
  • 1979 Commencement Program, University Archives, University Of
    UNIVERSITY of PENNSYLVANIA Two Hundred and Twenty-Third Commencement for the Conferring of Degrees PHILADELPHIA CIVIC CENTER CONVENTION HALL Monday, May 21, 1979 10:00 A.M. Guests will find this diagram helpful in locating in the Contents on the opposite page under Degrees the approximate seating of the degree candidates. in Course. Reference to the paragraph on page The seating roughly corresponds to the order by seven describing the colors of the candidates school in which the candidates for degrees are hoods according to their fields of study may further presented, beginning at top left with the Faculty of assist guests in placing the locations of the various Arts and Sciences. The actual sequence is shown schools. Contents Page Seating Diagram of the Graduating Students 2 The Commencement Ceremony 4 Commencement Notes 6 Degrees in Course 8 The Faculty of Arts and Sciences 8 The College of General Studies 16 The College of Engineering and Applied Science 17 The Wharton School 25 The Wharton Evening School 28 The Wharton Graduate Division 30 The School of Nursing 34 The School of Allied Medical Professions 36 The Graduate Faculties 37 The School of Medicine 42 The Law School 43 The Graduate School of Fine Arts 45 The School of Dental Medicine 48 The School of Veterinary Medicine 49 The Graduate School of Education 50 The School of Social Work 52 The Annenberg School of Communications 53 The School of Public and Urban Policy 53 Certificates 54 General Honors Program 54 Medical Technology 54 Occupational Therapy 54 Physical Therapy 56 Dental Hygiene 57 Advanced Dental Education 57 Social Work 58 Commissions 59 Army 59 Navy 59 Principal Undergraduate Academic Honor Societies 60 Prizes and Awards 63 Class of 1929 69 Events Following Commencement 71 The Commencement Marshals 72 Academic Honors Insert The Commencement Ceremony MUSIC Valley Forge Military Academy and Junior College Band CAPTAIN JAMES M.
    [Show full text]
  • Curriculum Vitae
    SIR COLIN BLAKEMORE FMedSci, FRCP (Hon), FRSB (Hon), FRSM (Hon), FBPhS (Hon), FBAASc (Hon), MAE, FRS Department of Neuroscience and Hong Kong Institute for Advanced Study, City University of Hong Kong Tat Chee Avenue, Kowloon Tong, Hong Kong T: +852 3442 2747 M: +852 6731 9107 M: +86 198 9657 9107 (China) E: [email protected] School of Advanced Study, University of London Senate House, Malet Street, London WC1E 7HU, UK M: +44 7802 291059 E: [email protected] W: www.thesenses.ac.uk Department of Physiology, Anatomy & Genetics, University of Oxford Sherrington Building, Parks Road, Oxford OX1 3PT, UK E: [email protected] W: www.neuroscience.ox.ac.uk/directory/colin-blakemore Born: 1 June, 1944; Stratford-upon-Avon, UK Nationality: British Married to: Andrée Elizabeth Washbourne 3 daughters: Sarah-Jayne, Sophie, Jessica CURRENT APPOINTMENTS 2019- Yeung Kin Man Chair Professor of Neuroscience, City University of Hong Kong 2017- Senior Fellow, Hong Kong Institute for Advanced Study, City University of Hong Kong 2019- Distinguished Guest Professor, Chinese Academy of Sciences Institute of Neuroscience, and International Center for Primate Brain Research, Shanghai 2019- Distinguished Senior Fellow, Institute of Philosophy, School of Advanced Study, University of London 2012- Emeritus Professor of Neuroscience, University of Oxford 2012- Emeritus fellow of Magdalen College, Oxford 2010- Honorary Professor, Medical School, University of Warwick 2008- Adjunct Professor, Duke-NUS Graduate Medical School, Singapore EDUCATION 1955-62 King Henry VIII Grammar School, Coventry, UK 1962 State Scholarship and Colonel Sir William Wyley Scholarship to Corpus Christi College, Cambridge 1963 Bacon Exhibition and Bacon Prize, Corpus Christi College 1964 Smyth Scholarship and College Prize, Corpus Christi College 1962-5 Medical Sciences 1965 BA Class I 1965 University Scholarship, St Thomas's Hospital, London (not taken up) 1965-8 Postgraduate student in Physiological Optics, Neurosensory Laboratory, University of California, Berkeley.
    [Show full text]
  • 1984 Commencement Program, University Archives, University Of
    UNIVERSITY of PENNSYLVANIA Two Hundred and Twenty-Eighth Commencement for the Conferring of Degrees PHILADELPHIA CIVIC CENTER CONVENTION HALL Monday, May 21, 1984 9:45 A.M. Guests will find this diagram helpful in locating the Contents on the opposite page under Degrees in approximate seating of the degree candidates. The Course. Reference to the paragraph on page seven seating roughly corresponds to the order by school describing the colors of the candidates hoods ac- in which the candidates for degrees are presented, cording to their fields of study may further assist beginning at top left with the College of Arts and guests in placing the locations of the various Sciences. The actual sequence is shown in the schools. Contents Page Seating Diagram of the Graduating Students 2 The Commencement Ceremony 4 Commencement Notes 6 Degrees in Course . 8 The College of Arts and Sciences 8 The College of General Studies 16 The School of Engineering and Applied Science 18 The Wharton School 26 The Wharton Evening School 30 The Wharton Graduate Division 31 The School of Nursing 36 The School of Medicine 38 The Law School 39 The Graduate School of Fine Arts 41 The School of Dental Medicine 44 The School of Veterinary Medicine 45 The Graduate School of Education 46 The School of Social Work 47 The Annenberg School of Communications 48 The Graduate Faculties 49 Certificates 54 General Honors Program 54 Dental Hygiene 54 Advanced Dental Education 54 Social Work 55 Education 55 Fine Arts 55 Commissions 56 Army 56 Navy 56 Principal Undergraduate Academic Honor Societies 57 Faculty Honors 60 Prizes and Awards 63 Class of 1934 69 Events Following Commencement 70 The Commencement Marshals 72 Academic Honors Insert The Commencement Ceremony MUSIC Valley Forge Military Academy and Junior College Regimental Band DALE G.
    [Show full text]