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Information to Users INFORMATION TO USERS The most advanced technology has been used to photograph and reproduce this manuscript from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Com pany 300 North Z eeb Road. Ann Arbor, Ml 48106-1346 USA 313 761-4700 800 521-0600 Order Number 0031130 Cognitive processing ability: An examination of attention, coding and planning and their relationship to self-concept and locus-of-control in eight and nine-year-old children Phillips-Carmichael, Irma Elodea, Ph.D. The Ohio State Univeraity, 1990 Copyright ©1990 by Phillips-Carmichael, Irma Elodea. All rights reserved. UMI 300 N. ZeebRd. Ann Arbor, MI 48106 COGNITIVE PROCESSING ABILITY: AN EXAMINATION OF ATTENTION, CODING AND PLANNING AND THEIR RELATIONSHIP TO SELF-CONCEPT AND LOCUS OF CONTROL IN EIGHT AND NINE YEAR OLD CHILDREN DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Irma Phillips-Carmichael, B.A., M.A. ***** The Ohio State University 1990 Dissertation Committee: Approved by James V. Wigtil Henry Leland James V. Wigtily Jack Naglieri Advisor Educational Services Susan Sears and Research Copyright by Irma Phillips-Carmichael 1990 To my Mother Rosalind Fraser: Who Taught Me the Love of Learning and Ethel Johnson: Who Taught Me the Essentials of Accepting and Loving Others ACKNOWLEDGMENTS With the completion of this degree, I am aware of myself as one who is grateful for the care and nurturance of others. Achieving this degree is indicative of my own efforts and the supportive energies of numerous others. I especially want to express my appreciation and gratitude to the following people. Committee chair, James Wigtil, for assuming the leadership role in my doctoral program midstream and for being faithful in his guidance of me through this process. I am especially indebted to Jack Naglieri for his critical guidance and direction in this process. I am also appreciative of his constant encouragement and willingness to give of his time. Henry Leland for appreciating and encouraging scholarship in me. Susan Sears for her support of my professional goals. Donald Tosi who echoed that I had the ability to achieve at a time when I most thought I could not. Tony Carmichael, my husband, whose love, faith and belief in me served as an anchor, and maintained me in times of trial and joy. He was also a good critic and "sounding board" for my ideas. My children, Becky and Jamie, who helped me to maintain my ability to stay in touch with all of reality. Joyce McCabe for many hours of emotional support which included direction in the design and interpretation of the research data. Norm Lobdell for his critical contributions in the analysis and interpretation of the data. My friends,* too numerous to mention, who provided continuous encouragement and support. However, special thanks are in order for Anita Jackson, who gave a tremendous amount of her time and energy in order for me to make deadlines in a timely manner. I am indebted also to Nancy Forman who helped me to calm my anxieties, and remain focused upon the task at hand. ~My employers, Ken Mitchell and Steve Leclair. Their support of me in the work environment facilitated the completion of this degree. I am very indebted to them for the time they gave to me. Special thanks to Steve Leclair for his critical comments and the many hours spent editing this document. Debra Wroe for stepping in as typist at the last minute and giving this project her very best effort. Finally I am most grateful to Dr. Mary Claytor, Daria Clair, Betsy Dimond, Joanne Crabbe, Mary Talbert, Don Guss, Elmo Kallner, Dave Kindinger, Susan Van Atta, and Edgar Erlanger for their assistance in the gathering of the data. iv VITA April 25, 1949 ................................ Born - St. Thomas, Virgin Islands 1971............................................B.A., Psychology MacMurray College Jacksonville, Illinois 1973............................................M.A., Rehabilitation Counseling University of Iowa Iowa City, Iowa 1974-1977...................................... Rehabilitation Counselor Curative Workshop Milwaukee, Wisconsin 1977-1981...................................... Rehabili tation Counselor/Manager Goodwill/Central Ohio Rehabilitation Center Columbus, Ohio 1981-1983.......................... ............ Counselor/Program Manager Upward Bound The Ohio State University Columbus, Ohio 1986-198 7 ...................................... Therapist Comp Drug Corporation Columbus, Ohio 1987-198 9 ...................................... Counselor Marburn Academy Columbus, Ohio 1989-Present................................... Program Manager International Center for Industry, Labor and Rehabilitation Columbus, Ohio FIELDS OF STUDY Major Field: Educational Services and Research, Studies in Counselor Education Cognate Field: Studies in Counseling Psychology Studies in Developmental Psychology TABLE OF CONTENTS DEDICATION........................................................ ii ACKNOWLEDGMENTS................................................... iii VITA............................................................... v LIST OF TABLES.................................................... ix LIST OF FIGURES................................................... x CHAPTER I. INTRODUCTION.............................................. 1 Nature of the Problem..................................... 1 Need for the Study........................................ 8 Significance of the Study................................ 9 Purpose of the Study...................................... 10 Hypotheses................................................ 11 Definition of Terms....................................... 12 Limitations of the Study................................. 15 Summary................................................... 16 II. REVIEW OF THE LITERATURE................................. 17 Cognition................................................. 18 History and Development of Theories of Intellectual Functioning.......................................... 18 Intelligence - Definitional Perspectives............... 20 Factorial Approaches to Intelligence................... 21 Non-Factorial Theoretical Approaches to Intelligence.. 22 The Planning, Attention Simultaneous and Successive Cognitive Processing Model.......................... 26 Emotion................................................... 32 Definitions of Emotion................................ 32 Theories of Emotion.................................... 35 Experiential/Existentialist Theorists.................. 36 Behavioral Theorists.................................. 37 Cognitive Theorists................................... 38 Wholistic Theorists.................................... 40 vi The Interdependence of Emotion and Cognition: Empirical Findings..................................... 42 Attention.............................................. 44 Perception............................................. 45 Memory................................................. 47 Learning............................................... 49 Academic Performance/Achievement...................... 50 The Relationship Between Emotion and Personality........ 52 The Development of Self-Concept and Locus of Control in Children............................................. 54 Self-Concept Development.............................. 54 Locus of Control Development.......................... 59 The Relationship Between Intelligence and Self-Concept or Locus of Control.................................... 66 Self-Concept and Intelligence......................... 68 Locus of Control and Intelligence..................... 72 Summary................................................... 82 III. METHODOLOGY............................................... 85 Introduction.............................................. 85 Research Setting.......................................... 85 Population................................................ 86 Subjects.................................................. 86 Instruments............................................... 87 Cognitive Assessment Battery.......................... 87 Piers-Harris Children's Self-Concept
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