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You searched for +publisher:"Colorado State University" +contributor:("Rhodes, Matthew"). Showing records 1 – 29 of 29 total matches.

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Colorado State University

1. Opper, Jamie K. Color memory for objects with prototypical color mismatch.

Degree: MS(M.S.), Psychology, 2013, Colorado State University

 Many studies have demonstrated the effect of top-down influences on color preference and memory, but these have primarily studied short-term memory or color memory in… (more)

Subjects/Keywords: color; visual memory; memory; color categorization

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APA (6th Edition):

Opper, J. K. (2013). Color memory for objects with prototypical color mismatch. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/79127

Chicago Manual of Style (16th Edition):

Opper, Jamie K. “Color memory for objects with prototypical color mismatch.” 2013. Masters Thesis, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/79127.

MLA Handbook (7th Edition):

Opper, Jamie K. “Color memory for objects with prototypical color mismatch.” 2013. Web. 15 Jan 2021.

Vancouver:

Opper JK. Color memory for objects with prototypical color mismatch. [Internet] [Masters thesis]. Colorado State University; 2013. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/79127.

Council of Science Editors:

Opper JK. Color memory for objects with prototypical color mismatch. [Masters Thesis]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/79127


Colorado State University

2. Myers, Sarah J. Testing effects for self-generated versus experimenter-generated questions.

Degree: MS(M.S.), Psychology, 2020, Colorado State University

 Those familiar with the testing effect (i.e., the finding that practicing retrieval improves memory) frequently suggest that students test themselves while studying for their classes.… (more)

Subjects/Keywords: study strategies; self-testing; testing

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APA (6th Edition):

Myers, S. J. (2020). Testing effects for self-generated versus experimenter-generated questions. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/208464

Chicago Manual of Style (16th Edition):

Myers, Sarah J. “Testing effects for self-generated versus experimenter-generated questions.” 2020. Masters Thesis, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/208464.

MLA Handbook (7th Edition):

Myers, Sarah J. “Testing effects for self-generated versus experimenter-generated questions.” 2020. Web. 15 Jan 2021.

Vancouver:

Myers SJ. Testing effects for self-generated versus experimenter-generated questions. [Internet] [Masters thesis]. Colorado State University; 2020. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/208464.

Council of Science Editors:

Myers SJ. Testing effects for self-generated versus experimenter-generated questions. [Masters Thesis]. Colorado State University; 2020. Available from: http://hdl.handle.net/10217/208464


Colorado State University

3. Hershberger, Joelle. Complexity of the mind: rejecting modularity on the basis of cognitive penetration and cognitive phenomenology, The.

Degree: MA, Philosophy, 2018, Colorado State University

 Historically, cognitive scientists and philosophers have accepted a theory of the mind known as modularity, whereby individual thought processes are completely separate and insulated from… (more)

Subjects/Keywords: Fodor; penetration; cognition; phenomenology; modularity

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APA (6th Edition):

Hershberger, J. (2018). Complexity of the mind: rejecting modularity on the basis of cognitive penetration and cognitive phenomenology, The. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/193114

Chicago Manual of Style (16th Edition):

Hershberger, Joelle. “Complexity of the mind: rejecting modularity on the basis of cognitive penetration and cognitive phenomenology, The.” 2018. Masters Thesis, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/193114.

MLA Handbook (7th Edition):

Hershberger, Joelle. “Complexity of the mind: rejecting modularity on the basis of cognitive penetration and cognitive phenomenology, The.” 2018. Web. 15 Jan 2021.

Vancouver:

Hershberger J. Complexity of the mind: rejecting modularity on the basis of cognitive penetration and cognitive phenomenology, The. [Internet] [Masters thesis]. Colorado State University; 2018. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/193114.

Council of Science Editors:

Hershberger J. Complexity of the mind: rejecting modularity on the basis of cognitive penetration and cognitive phenomenology, The. [Masters Thesis]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/193114


Colorado State University

4. Hausman, Hannah. Strategic encoding and episodic discrimination (SEED) model of error correction.

Degree: PhD, Psychology, 2020, Colorado State University

 Despite what many students and teachers believe, making errors while learning can improve long-term learning of correct information. This paper proposes the Strategic Encoding and… (more)

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APA (6th Edition):

Hausman, H. (2020). Strategic encoding and episodic discrimination (SEED) model of error correction. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/211782

Chicago Manual of Style (16th Edition):

Hausman, Hannah. “Strategic encoding and episodic discrimination (SEED) model of error correction.” 2020. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/211782.

MLA Handbook (7th Edition):

Hausman, Hannah. “Strategic encoding and episodic discrimination (SEED) model of error correction.” 2020. Web. 15 Jan 2021.

Vancouver:

Hausman H. Strategic encoding and episodic discrimination (SEED) model of error correction. [Internet] [Doctoral dissertation]. Colorado State University; 2020. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/211782.

Council of Science Editors:

Hausman H. Strategic encoding and episodic discrimination (SEED) model of error correction. [Doctoral Dissertation]. Colorado State University; 2020. Available from: http://hdl.handle.net/10217/211782


Colorado State University

5. Garrison, Lauren L. Mental models and feedback reactions: how knowledge and belief structures relate to the acceptance of feedback.

Degree: PhD, Psychology, 2014, Colorado State University

 Feedback acceptance has been found to be an integral step in the feedback-development process and increasing acceptance is a prime goal of performance appraisal and… (more)

Subjects/Keywords: cognitive development; feedback acceptance; knowledge organization; knowledge structure; mental models; performance management

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APA (6th Edition):

Garrison, L. L. (2014). Mental models and feedback reactions: how knowledge and belief structures relate to the acceptance of feedback. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/83764

Chicago Manual of Style (16th Edition):

Garrison, Lauren L. “Mental models and feedback reactions: how knowledge and belief structures relate to the acceptance of feedback.” 2014. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/83764.

MLA Handbook (7th Edition):

Garrison, Lauren L. “Mental models and feedback reactions: how knowledge and belief structures relate to the acceptance of feedback.” 2014. Web. 15 Jan 2021.

Vancouver:

Garrison LL. Mental models and feedback reactions: how knowledge and belief structures relate to the acceptance of feedback. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/83764.

Council of Science Editors:

Garrison LL. Mental models and feedback reactions: how knowledge and belief structures relate to the acceptance of feedback. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/83764


Colorado State University

6. Sitzman, Danielle Marie. Interaction between feedback timing, confidence, and error correction in episodic memory, The.

Degree: MS(M.S.), Psychology, 2011, Colorado State University

 Prior work has not provided clear conclusions regarding whether immediate feedback or delayed feedback leads to better retention of material. However, these theories have failed… (more)

Subjects/Keywords: confidence; metamemory; memory; feedback

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APA (6th Edition):

Sitzman, D. M. (2011). Interaction between feedback timing, confidence, and error correction in episodic memory, The. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/47453

Chicago Manual of Style (16th Edition):

Sitzman, Danielle Marie. “Interaction between feedback timing, confidence, and error correction in episodic memory, The.” 2011. Masters Thesis, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/47453.

MLA Handbook (7th Edition):

Sitzman, Danielle Marie. “Interaction between feedback timing, confidence, and error correction in episodic memory, The.” 2011. Web. 15 Jan 2021.

Vancouver:

Sitzman DM. Interaction between feedback timing, confidence, and error correction in episodic memory, The. [Internet] [Masters thesis]. Colorado State University; 2011. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/47453.

Council of Science Editors:

Sitzman DM. Interaction between feedback timing, confidence, and error correction in episodic memory, The. [Masters Thesis]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/47453


Colorado State University

7. Rowland, Christopher A. Testing effects in context memory.

Degree: MS(M.S.), Psychology, 2011, Colorado State University

 Retrieving a previously learned piece of information can have profound positive effects on the later retention of such information. However, it is not clear if… (more)

Subjects/Keywords: context; memory; retrieval; source memory; testing; testing effect

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APA (6th Edition):

Rowland, C. A. (2011). Testing effects in context memory. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/46908

Chicago Manual of Style (16th Edition):

Rowland, Christopher A. “Testing effects in context memory.” 2011. Masters Thesis, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/46908.

MLA Handbook (7th Edition):

Rowland, Christopher A. “Testing effects in context memory.” 2011. Web. 15 Jan 2021.

Vancouver:

Rowland CA. Testing effects in context memory. [Internet] [Masters thesis]. Colorado State University; 2011. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/46908.

Council of Science Editors:

Rowland CA. Testing effects in context memory. [Masters Thesis]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/46908


Colorado State University

8. Sitzman, Danielle Marie. Influence of feedback on predictions of future memory performance, The.

Degree: PhD, Psychology, 2013, Colorado State University

 The current experiments explored metacognitive beliefs about feedback. In Experiment 1, participants studied Lithuanian-English word pairs, took an initial test, were either shown correct answer… (more)

Subjects/Keywords: feedback; metamemory; metacognition; memory

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APA (6th Edition):

Sitzman, D. M. (2013). Influence of feedback on predictions of future memory performance, The. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/80975

Chicago Manual of Style (16th Edition):

Sitzman, Danielle Marie. “Influence of feedback on predictions of future memory performance, The.” 2013. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/80975.

MLA Handbook (7th Edition):

Sitzman, Danielle Marie. “Influence of feedback on predictions of future memory performance, The.” 2013. Web. 15 Jan 2021.

Vancouver:

Sitzman DM. Influence of feedback on predictions of future memory performance, The. [Internet] [Doctoral dissertation]. Colorado State University; 2013. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/80975.

Council of Science Editors:

Sitzman DM. Influence of feedback on predictions of future memory performance, The. [Doctoral Dissertation]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/80975


Colorado State University

9. Nguyen, Maia T. Effects of in-group bias on face recognition using minimal group procedures.

Degree: MS(M.S.), Psychology, 2014, Colorado State University

 The current series of experiments examined the effects of social categorization on face recognition. The use of minimal group procedures was expected to enhance recognition… (more)

Subjects/Keywords: face recognition; minimal groups

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APA (6th Edition):

Nguyen, M. T. (2014). Effects of in-group bias on face recognition using minimal group procedures. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/88583

Chicago Manual of Style (16th Edition):

Nguyen, Maia T. “Effects of in-group bias on face recognition using minimal group procedures.” 2014. Masters Thesis, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/88583.

MLA Handbook (7th Edition):

Nguyen, Maia T. “Effects of in-group bias on face recognition using minimal group procedures.” 2014. Web. 15 Jan 2021.

Vancouver:

Nguyen MT. Effects of in-group bias on face recognition using minimal group procedures. [Internet] [Masters thesis]. Colorado State University; 2014. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/88583.

Council of Science Editors:

Nguyen MT. Effects of in-group bias on face recognition using minimal group procedures. [Masters Thesis]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/88583


Colorado State University

10. Wolfson, Natalie E. Shedding light on grey areas: examining the effect of technology-based collaboration on the learning outcomes of older and younger adults.

Degree: PhD, Psychology, 2014, Colorado State University

 Given the emergent aging workforce and the rapid rise of technology-based training tools in organizational settings, I designed two studies to gain greater insight into… (more)

Subjects/Keywords: cognitive aging; technology-based training

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APA (6th Edition):

Wolfson, N. E. (2014). Shedding light on grey areas: examining the effect of technology-based collaboration on the learning outcomes of older and younger adults. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/82542

Chicago Manual of Style (16th Edition):

Wolfson, Natalie E. “Shedding light on grey areas: examining the effect of technology-based collaboration on the learning outcomes of older and younger adults.” 2014. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/82542.

MLA Handbook (7th Edition):

Wolfson, Natalie E. “Shedding light on grey areas: examining the effect of technology-based collaboration on the learning outcomes of older and younger adults.” 2014. Web. 15 Jan 2021.

Vancouver:

Wolfson NE. Shedding light on grey areas: examining the effect of technology-based collaboration on the learning outcomes of older and younger adults. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/82542.

Council of Science Editors:

Wolfson NE. Shedding light on grey areas: examining the effect of technology-based collaboration on the learning outcomes of older and younger adults. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/82542


Colorado State University

11. Wehe, Hillary S. Intrinsic motivation to learn: can individual differences decrease susceptibility to undermining effects?.

Degree: MS(M.S.), Psychology, 2013, Colorado State University

 This study extended the theory of the undermining effect on motivation to a learning context and examined the interaction with individual goals for learning. The… (more)

Subjects/Keywords: motivation; undermining effect

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APA (6th Edition):

Wehe, H. S. (2013). Intrinsic motivation to learn: can individual differences decrease susceptibility to undermining effects?. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/81061

Chicago Manual of Style (16th Edition):

Wehe, Hillary S. “Intrinsic motivation to learn: can individual differences decrease susceptibility to undermining effects?.” 2013. Masters Thesis, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/81061.

MLA Handbook (7th Edition):

Wehe, Hillary S. “Intrinsic motivation to learn: can individual differences decrease susceptibility to undermining effects?.” 2013. Web. 15 Jan 2021.

Vancouver:

Wehe HS. Intrinsic motivation to learn: can individual differences decrease susceptibility to undermining effects?. [Internet] [Masters thesis]. Colorado State University; 2013. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/81061.

Council of Science Editors:

Wehe HS. Intrinsic motivation to learn: can individual differences decrease susceptibility to undermining effects?. [Masters Thesis]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/81061


Colorado State University

12. Mattingly, Victoria Prescott. Counteracting student resistance to spaced learning using the Theory Of Planned Behavior.

Degree: MS(M.S.), Psychology, 2015, Colorado State University

 Despite the proven benefits of spaced learning, students are reluctant to use this study technique. I proposed that students do not space their studying because… (more)

Subjects/Keywords: distributed practice; spaced learning; spacing effect; theory of planned behavior

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APA (6th Edition):

Mattingly, V. P. (2015). Counteracting student resistance to spaced learning using the Theory Of Planned Behavior. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/170337

Chicago Manual of Style (16th Edition):

Mattingly, Victoria Prescott. “Counteracting student resistance to spaced learning using the Theory Of Planned Behavior.” 2015. Masters Thesis, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/170337.

MLA Handbook (7th Edition):

Mattingly, Victoria Prescott. “Counteracting student resistance to spaced learning using the Theory Of Planned Behavior.” 2015. Web. 15 Jan 2021.

Vancouver:

Mattingly VP. Counteracting student resistance to spaced learning using the Theory Of Planned Behavior. [Internet] [Masters thesis]. Colorado State University; 2015. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/170337.

Council of Science Editors:

Mattingly VP. Counteracting student resistance to spaced learning using the Theory Of Planned Behavior. [Masters Thesis]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/170337


Colorado State University

13. Bates, Lauren Elizabeth. Mastery quizzing: assessing a novel testing technique in the classroom and the laboratory.

Degree: PhD, Psychology, 2019, Colorado State University

 Research promotes the use of frequent quizzing, as well as the use of feedback to promote long-lasting learning. In this dissertation, I propose a method… (more)

Subjects/Keywords: learning; memory; testing; mastery; feedback; quiz

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APA (6th Edition):

Bates, L. E. (2019). Mastery quizzing: assessing a novel testing technique in the classroom and the laboratory. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/199757

Chicago Manual of Style (16th Edition):

Bates, Lauren Elizabeth. “Mastery quizzing: assessing a novel testing technique in the classroom and the laboratory.” 2019. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/199757.

MLA Handbook (7th Edition):

Bates, Lauren Elizabeth. “Mastery quizzing: assessing a novel testing technique in the classroom and the laboratory.” 2019. Web. 15 Jan 2021.

Vancouver:

Bates LE. Mastery quizzing: assessing a novel testing technique in the classroom and the laboratory. [Internet] [Doctoral dissertation]. Colorado State University; 2019. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/199757.

Council of Science Editors:

Bates LE. Mastery quizzing: assessing a novel testing technique in the classroom and the laboratory. [Doctoral Dissertation]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/199757


Colorado State University

14. Wehe, Hillary. Undermining learning: the impact of rewards on learning behavior.

Degree: PhD, Psychology, 2016, Colorado State University

 The undermining effect suggests that external rewards can decrease levels of internal motivation. Research exploring student motivation shows that internally motivated students appear to engage… (more)

Subjects/Keywords: motivation; memory; undermining

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APA (6th Edition):

Wehe, H. (2016). Undermining learning: the impact of rewards on learning behavior. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/178907

Chicago Manual of Style (16th Edition):

Wehe, Hillary. “Undermining learning: the impact of rewards on learning behavior.” 2016. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/178907.

MLA Handbook (7th Edition):

Wehe, Hillary. “Undermining learning: the impact of rewards on learning behavior.” 2016. Web. 15 Jan 2021.

Vancouver:

Wehe H. Undermining learning: the impact of rewards on learning behavior. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/178907.

Council of Science Editors:

Wehe H. Undermining learning: the impact of rewards on learning behavior. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/178907


Colorado State University

15. Rowland, Christopher A. Item content versus contextual strengthening following retrieval.

Degree: PhD, Psychology, 2015, Colorado State University

 Despite a substantial literature describing the memory benefit resulting from testing (i.e., memory retrieval), relatively few investigations have attempted to detail how retrieval acts as… (more)

Subjects/Keywords: context; retrieval; testing effect; memory; cognition; testing

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APA (6th Edition):

Rowland, C. A. (2015). Item content versus contextual strengthening following retrieval. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/167240

Chicago Manual of Style (16th Edition):

Rowland, Christopher A. “Item content versus contextual strengthening following retrieval.” 2015. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/167240.

MLA Handbook (7th Edition):

Rowland, Christopher A. “Item content versus contextual strengthening following retrieval.” 2015. Web. 15 Jan 2021.

Vancouver:

Rowland CA. Item content versus contextual strengthening following retrieval. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/167240.

Council of Science Editors:

Rowland CA. Item content versus contextual strengthening following retrieval. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/167240


Colorado State University

16. Stelman, Samantha A. Employee engagement in the interpersonal context.

Degree: MS(M.S.), Psychology, 2016, Colorado State University

 To advance the theoretical understanding and research on engagement, I examined how engagement spreads within the interpersonal context. I developed and tested a theoretical framework… (more)

Subjects/Keywords: engagement; contagion; teams

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APA (6th Edition):

Stelman, S. A. (2016). Employee engagement in the interpersonal context. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/176659

Chicago Manual of Style (16th Edition):

Stelman, Samantha A. “Employee engagement in the interpersonal context.” 2016. Masters Thesis, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/176659.

MLA Handbook (7th Edition):

Stelman, Samantha A. “Employee engagement in the interpersonal context.” 2016. Web. 15 Jan 2021.

Vancouver:

Stelman SA. Employee engagement in the interpersonal context. [Internet] [Masters thesis]. Colorado State University; 2016. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/176659.

Council of Science Editors:

Stelman SA. Employee engagement in the interpersonal context. [Masters Thesis]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176659


Colorado State University

17. Loaiza-Kois, Vanessa Maria. Process estimates of recollection and familiarity in working memory and episodic memory.

Degree: PhD, Psychology, 2012, Colorado State University

 Working memory is consistently shown to be related to episodic memory, but the underlying processes that contribute to this relationship are poorly understood. The following… (more)

Subjects/Keywords: structural equation modeling; memory; working memory; episodic memory; factor analysis

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APA (6th Edition):

Loaiza-Kois, V. M. (2012). Process estimates of recollection and familiarity in working memory and episodic memory. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/67570

Chicago Manual of Style (16th Edition):

Loaiza-Kois, Vanessa Maria. “Process estimates of recollection and familiarity in working memory and episodic memory.” 2012. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/67570.

MLA Handbook (7th Edition):

Loaiza-Kois, Vanessa Maria. “Process estimates of recollection and familiarity in working memory and episodic memory.” 2012. Web. 15 Jan 2021.

Vancouver:

Loaiza-Kois VM. Process estimates of recollection and familiarity in working memory and episodic memory. [Internet] [Doctoral dissertation]. Colorado State University; 2012. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/67570.

Council of Science Editors:

Loaiza-Kois VM. Process estimates of recollection and familiarity in working memory and episodic memory. [Doctoral Dissertation]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/67570


Colorado State University

18. Soderstrom, Nicholas C. Investigation of the basis of judgments of remembering and knowing (JORKs), An.

Degree: PhD, Psychology, 2012, Colorado State University

 Previous research indicates that prospective metamemory accuracy can be improved if participants are asked to monitor whether contextual details will be remembered or not (i.e.,… (more)

Subjects/Keywords: metacognition; memory predictions; metamemory; episodic memory; judgments of learning

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APA (6th Edition):

Soderstrom, N. C. (2012). Investigation of the basis of judgments of remembering and knowing (JORKs), An. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/67949

Chicago Manual of Style (16th Edition):

Soderstrom, Nicholas C. “Investigation of the basis of judgments of remembering and knowing (JORKs), An.” 2012. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/67949.

MLA Handbook (7th Edition):

Soderstrom, Nicholas C. “Investigation of the basis of judgments of remembering and knowing (JORKs), An.” 2012. Web. 15 Jan 2021.

Vancouver:

Soderstrom NC. Investigation of the basis of judgments of remembering and knowing (JORKs), An. [Internet] [Doctoral dissertation]. Colorado State University; 2012. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/67949.

Council of Science Editors:

Soderstrom NC. Investigation of the basis of judgments of remembering and knowing (JORKs), An. [Doctoral Dissertation]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/67949


Colorado State University

19. Martin, Angela. Influence of ability to identify criteria on feedback acceptance, The.

Degree: MS(M.S.), Psychology, 2013, Colorado State University

 The criteria used in selection methods such as interviews, integrity tests and assessment centers are often unknown to candidates seeking employment. The individual difference variable… (more)

Subjects/Keywords: ability to identify criteria; feedback

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APA (6th Edition):

Martin, A. (2013). Influence of ability to identify criteria on feedback acceptance, The. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/81043

Chicago Manual of Style (16th Edition):

Martin, Angela. “Influence of ability to identify criteria on feedback acceptance, The.” 2013. Masters Thesis, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/81043.

MLA Handbook (7th Edition):

Martin, Angela. “Influence of ability to identify criteria on feedback acceptance, The.” 2013. Web. 15 Jan 2021.

Vancouver:

Martin A. Influence of ability to identify criteria on feedback acceptance, The. [Internet] [Masters thesis]. Colorado State University; 2013. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/81043.

Council of Science Editors:

Martin A. Influence of ability to identify criteria on feedback acceptance, The. [Masters Thesis]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/81043

20. DeLozier, Sarah. Metacognition in the own-race bias: Influences on restudy selection.

Degree: MS(M.S.), Psychology, 2015, Colorado State University

 The own-race bias (ORB), refers to the finding that learners demonstrate poorer memory for faces of other races or ethnicities, compared to those of their… (more)

Subjects/Keywords: metacognition; own-race bias; monitoring; control

…Participants consisted of 35 Caucasian individuals from Colorado State University. The use of only… …Caucasian participants is due to the ethnic diversity of Colorado State University. According to… …the 2013-2014 Colorado State University Fact Book (http://www.ir.colostate.edu/factbook… …individuals from Colorado State University. As in the pilot experiment, testing only Caucasian… …students reflects the ethnic diversity of Colorado State University. Materials All materials were… 

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APA (6th Edition):

DeLozier, S. (2015). Metacognition in the own-race bias: Influences on restudy selection. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/167016

Chicago Manual of Style (16th Edition):

DeLozier, Sarah. “Metacognition in the own-race bias: Influences on restudy selection.” 2015. Masters Thesis, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/167016.

MLA Handbook (7th Edition):

DeLozier, Sarah. “Metacognition in the own-race bias: Influences on restudy selection.” 2015. Web. 15 Jan 2021.

Vancouver:

DeLozier S. Metacognition in the own-race bias: Influences on restudy selection. [Internet] [Masters thesis]. Colorado State University; 2015. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/167016.

Council of Science Editors:

DeLozier S. Metacognition in the own-race bias: Influences on restudy selection. [Masters Thesis]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/167016

21. Naude, Megan N. Cognitive ability testing for employee selection: implications for age discrimination.

Degree: PhD, Psychology, 2018, Colorado State University

 Existing theory and empirical research suggest that tests of fluid cognitive abilities have the potential to lead to age-based adverse impact and may be stronger… (more)

Subjects/Keywords: assessment; selection; cognitive ability; age discrimination

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APA (6th Edition):

Naude, M. N. (2018). Cognitive ability testing for employee selection: implications for age discrimination. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/191413

Chicago Manual of Style (16th Edition):

Naude, Megan N. “Cognitive ability testing for employee selection: implications for age discrimination.” 2018. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/191413.

MLA Handbook (7th Edition):

Naude, Megan N. “Cognitive ability testing for employee selection: implications for age discrimination.” 2018. Web. 15 Jan 2021.

Vancouver:

Naude MN. Cognitive ability testing for employee selection: implications for age discrimination. [Internet] [Doctoral dissertation]. Colorado State University; 2018. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/191413.

Council of Science Editors:

Naude MN. Cognitive ability testing for employee selection: implications for age discrimination. [Doctoral Dissertation]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/191413

22. DeLozier, Sarah J. Binding deficit: value-directed remembering for item-specific vs. associative information, A.

Degree: PhD, Psychology, 2018, Colorado State University

 In a series of four experiments I examined whether value enhanced memory for item-specific or associative information. Value indicated the importance of an item at… (more)

Subjects/Keywords: binding; memory; self-regulated learning; feature-conjunction; associative recognition; motivation

…errors. 18 Pilot Study Participants Fifty-four college students from Colorado State… …University participated for partial course credit. An a priori power analysis was conducted to… 

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APA (6th Edition):

DeLozier, S. J. (2018). Binding deficit: value-directed remembering for item-specific vs. associative information, A. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/189281

Chicago Manual of Style (16th Edition):

DeLozier, Sarah J. “Binding deficit: value-directed remembering for item-specific vs. associative information, A.” 2018. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/189281.

MLA Handbook (7th Edition):

DeLozier, Sarah J. “Binding deficit: value-directed remembering for item-specific vs. associative information, A.” 2018. Web. 15 Jan 2021.

Vancouver:

DeLozier SJ. Binding deficit: value-directed remembering for item-specific vs. associative information, A. [Internet] [Doctoral dissertation]. Colorado State University; 2018. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/189281.

Council of Science Editors:

DeLozier SJ. Binding deficit: value-directed remembering for item-specific vs. associative information, A. [Doctoral Dissertation]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/189281

23. Braunlich, Kurt. Categorical evidence, confidence and urgency during the integration of multi-feature information.

Degree: PhD, Psychology, 2015, Colorado State University

 The present experiment utilized a temporally-extended categorization task to investigate the neural substrates underlying our ability to integrate information over time and across multiple stimulus… (more)

Subjects/Keywords: categorization; FMRI; decision-making; attention

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APA (6th Edition):

Braunlich, K. (2015). Categorical evidence, confidence and urgency during the integration of multi-feature information. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/167155

Chicago Manual of Style (16th Edition):

Braunlich, Kurt. “Categorical evidence, confidence and urgency during the integration of multi-feature information.” 2015. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/167155.

MLA Handbook (7th Edition):

Braunlich, Kurt. “Categorical evidence, confidence and urgency during the integration of multi-feature information.” 2015. Web. 15 Jan 2021.

Vancouver:

Braunlich K. Categorical evidence, confidence and urgency during the integration of multi-feature information. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/167155.

Council of Science Editors:

Braunlich K. Categorical evidence, confidence and urgency during the integration of multi-feature information. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/167155

24. Mattingly, Victoria Prescott. Glass kickers: training men as allies to promote women in leadership.

Degree: PhD, Psychology, 2018, Colorado State University

 Despite making up nearly half of today's workforce, women are disproportionately unrepresented in leadership roles—a phenomenon referred to as the glass ceiling. In an attempt… (more)

Subjects/Keywords: gender equality; women in leadership; diversity training; allies; gender parity

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APA (6th Edition):

Mattingly, V. P. (2018). Glass kickers: training men as allies to promote women in leadership. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/193208

Chicago Manual of Style (16th Edition):

Mattingly, Victoria Prescott. “Glass kickers: training men as allies to promote women in leadership.” 2018. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/193208.

MLA Handbook (7th Edition):

Mattingly, Victoria Prescott. “Glass kickers: training men as allies to promote women in leadership.” 2018. Web. 15 Jan 2021.

Vancouver:

Mattingly VP. Glass kickers: training men as allies to promote women in leadership. [Internet] [Doctoral dissertation]. Colorado State University; 2018. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/193208.

Council of Science Editors:

Mattingly VP. Glass kickers: training men as allies to promote women in leadership. [Doctoral Dissertation]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/193208

25. Hausman, Hannah. Does retrieval activate related words more than presentation?.

Degree: MS(M.S.), Psychology, 2017, Colorado State University

 Retrieving information enhances learning more than restudying. One explanation of this effect is based on the role of mediators (e.g., sand-castle can be mediated by… (more)

Subjects/Keywords: mediator; testing; implicit memory; transfer appropriate processing; retrieval failure

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APA (6th Edition):

Hausman, H. (2017). Does retrieval activate related words more than presentation?. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/183857

Chicago Manual of Style (16th Edition):

Hausman, Hannah. “Does retrieval activate related words more than presentation?.” 2017. Masters Thesis, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/183857.

MLA Handbook (7th Edition):

Hausman, Hannah. “Does retrieval activate related words more than presentation?.” 2017. Web. 15 Jan 2021.

Vancouver:

Hausman H. Does retrieval activate related words more than presentation?. [Internet] [Masters thesis]. Colorado State University; 2017. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/183857.

Council of Science Editors:

Hausman H. Does retrieval activate related words more than presentation?. [Masters Thesis]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/183857


Colorado State University

26. Loaiza-Kois, Vanessa Maria. Nature of processing in working memory: temporal-contextual cues and characteristics, The.

Degree: MS(M.S.), Psychology, 2010, Colorado State University

 The primary-secondary memory hypothesis proposes that processing in working memory requires maintaining activated representations in a capacity-limited primary memory while re-accessing representations from secondary memory… (more)

Subjects/Keywords: Short-term memory

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APA (6th Edition):

Loaiza-Kois, V. M. (2010). Nature of processing in working memory: temporal-contextual cues and characteristics, The. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/171024

Chicago Manual of Style (16th Edition):

Loaiza-Kois, Vanessa Maria. “Nature of processing in working memory: temporal-contextual cues and characteristics, The.” 2010. Masters Thesis, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/171024.

MLA Handbook (7th Edition):

Loaiza-Kois, Vanessa Maria. “Nature of processing in working memory: temporal-contextual cues and characteristics, The.” 2010. Web. 15 Jan 2021.

Vancouver:

Loaiza-Kois VM. Nature of processing in working memory: temporal-contextual cues and characteristics, The. [Internet] [Masters thesis]. Colorado State University; 2010. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/171024.

Council of Science Editors:

Loaiza-Kois VM. Nature of processing in working memory: temporal-contextual cues and characteristics, The. [Masters Thesis]. Colorado State University; 2010. Available from: http://hdl.handle.net/10217/171024


Colorado State University

27. Liff, Joshua Philip. Expanding the social-cognitive framework: understanding the role of implicit person theories in a complex task feedback environment.

Degree: PhD, Psychology, 2010, Colorado State University

 The current study employed a longitudinal design to examine the effects of implicit person theories (IPTs; Dweck & Leggett, 1988) on task performance over two… (more)

Subjects/Keywords: reactions to feedback; implicit person theories; performance appraisal; Feedback (Psychology); Employee motivation; Performance standards

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APA (6th Edition):

Liff, J. P. (2010). Expanding the social-cognitive framework: understanding the role of implicit person theories in a complex task feedback environment. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/39058

Chicago Manual of Style (16th Edition):

Liff, Joshua Philip. “Expanding the social-cognitive framework: understanding the role of implicit person theories in a complex task feedback environment.” 2010. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/39058.

MLA Handbook (7th Edition):

Liff, Joshua Philip. “Expanding the social-cognitive framework: understanding the role of implicit person theories in a complex task feedback environment.” 2010. Web. 15 Jan 2021.

Vancouver:

Liff JP. Expanding the social-cognitive framework: understanding the role of implicit person theories in a complex task feedback environment. [Internet] [Doctoral dissertation]. Colorado State University; 2010. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/39058.

Council of Science Editors:

Liff JP. Expanding the social-cognitive framework: understanding the role of implicit person theories in a complex task feedback environment. [Doctoral Dissertation]. Colorado State University; 2010. Available from: http://hdl.handle.net/10217/39058


Colorado State University

28. Wolfson, Natalie E. Cognitive aging and computer-based instruction: the role of coherence level and advanced organizers.

Degree: MS(M.S.), Psychology, 2010, Colorado State University

 The purpose of this study was to examine the effect of two instructional design principles, instructional coherence and advanced organizers, on the learning outcomes of… (more)

Subjects/Keywords: Computer-based instruction  – Design; computer-based instruction; coherence; aging; advance organizers; Instructional systems  – Design; Curriculum evaluation; Cognition  – Age factors; Older people  – Education

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APA (6th Edition):

Wolfson, N. E. (2010). Cognitive aging and computer-based instruction: the role of coherence level and advanced organizers. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/45978

Chicago Manual of Style (16th Edition):

Wolfson, Natalie E. “Cognitive aging and computer-based instruction: the role of coherence level and advanced organizers.” 2010. Masters Thesis, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/45978.

MLA Handbook (7th Edition):

Wolfson, Natalie E. “Cognitive aging and computer-based instruction: the role of coherence level and advanced organizers.” 2010. Web. 15 Jan 2021.

Vancouver:

Wolfson NE. Cognitive aging and computer-based instruction: the role of coherence level and advanced organizers. [Internet] [Masters thesis]. Colorado State University; 2010. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/45978.

Council of Science Editors:

Wolfson NE. Cognitive aging and computer-based instruction: the role of coherence level and advanced organizers. [Masters Thesis]. Colorado State University; 2010. Available from: http://hdl.handle.net/10217/45978


Colorado State University

29. Hawker, Morgan Johanna. Part I: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications and Part II: Exploring general chemistry students' metacognitive monitoring on examinations: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications: Exploring general chemistry students' metacognitive monitoring on examinations.

Degree: PhD, Chemistry, 2016, Colorado State University

To view the abstract, please see the full text of the document. Advisors/Committee Members: Fisher, Ellen R. (advisor), Rickey, Dawn (committee member), Menoni, Carmen S. (committee member), Barisas, George (committee member), Rhodes, Matthew G. (committee member).

Subjects/Keywords: characterization; plasma; three-dimensional; metacognition; biomedical; polymer

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APA (6th Edition):

Hawker, M. J. (2016). Part I: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications and Part II: Exploring general chemistry students' metacognitive monitoring on examinations: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications: Exploring general chemistry students' metacognitive monitoring on examinations. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/178839

Chicago Manual of Style (16th Edition):

Hawker, Morgan Johanna. “Part I: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications and Part II: Exploring general chemistry students' metacognitive monitoring on examinations: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications: Exploring general chemistry students' metacognitive monitoring on examinations.” 2016. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/178839.

MLA Handbook (7th Edition):

Hawker, Morgan Johanna. “Part I: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications and Part II: Exploring general chemistry students' metacognitive monitoring on examinations: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications: Exploring general chemistry students' metacognitive monitoring on examinations.” 2016. Web. 15 Jan 2021.

Vancouver:

Hawker MJ. Part I: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications and Part II: Exploring general chemistry students' metacognitive monitoring on examinations: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications: Exploring general chemistry students' metacognitive monitoring on examinations. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/178839.

Council of Science Editors:

Hawker MJ. Part I: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications and Part II: Exploring general chemistry students' metacognitive monitoring on examinations: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications: Exploring general chemistry students' metacognitive monitoring on examinations. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/178839

.