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You searched for +publisher:"Rutgers University" +contributor:("Gelman, Rochel "). Showing records 1 – 14 of 14 total matches.

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Rutgers University

1. Kibbe, Melissa M., 1981-. Development of efficient encoding in visual working memory:.

Degree: MS, Psychology, 2009, Rutgers University

 Previous research has shown that infants’ visual working memory (WM) capacity for objects appears to increase over the first year of life, from one object… (more)

Subjects/Keywords: Short-term memory; Visual perception

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APA (6th Edition):

Kibbe, Melissa M., 1. (2009). Development of efficient encoding in visual working memory:. (Masters Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051845

Chicago Manual of Style (16th Edition):

Kibbe, Melissa M., 1981-. “Development of efficient encoding in visual working memory:.” 2009. Masters Thesis, Rutgers University. Accessed August 19, 2019. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051845.

MLA Handbook (7th Edition):

Kibbe, Melissa M., 1981-. “Development of efficient encoding in visual working memory:.” 2009. Web. 19 Aug 2019.

Vancouver:

Kibbe, Melissa M. 1. Development of efficient encoding in visual working memory:. [Internet] [Masters thesis]. Rutgers University; 2009. [cited 2019 Aug 19]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051845.

Council of Science Editors:

Kibbe, Melissa M. 1. Development of efficient encoding in visual working memory:. [Masters Thesis]. Rutgers University; 2009. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051845


Rutgers University

2. Pantelis, Peter C., 1985-. The interpretation of intentionality from dynamic scenes:.

Degree: MS, Psychology, 2009, Rutgers University

 This thesis explores how the mind uses the motion of animate objects to make inferences about these objects' underlying mental states, intentions, goals, or dispositions.… (more)

Subjects/Keywords: Inference; Intentionality (Philosophy); Psychophysics

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APA (6th Edition):

Pantelis, Peter C., 1. (2009). The interpretation of intentionality from dynamic scenes:. (Masters Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051938

Chicago Manual of Style (16th Edition):

Pantelis, Peter C., 1985-. “The interpretation of intentionality from dynamic scenes:.” 2009. Masters Thesis, Rutgers University. Accessed August 19, 2019. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051938.

MLA Handbook (7th Edition):

Pantelis, Peter C., 1985-. “The interpretation of intentionality from dynamic scenes:.” 2009. Web. 19 Aug 2019.

Vancouver:

Pantelis, Peter C. 1. The interpretation of intentionality from dynamic scenes:. [Internet] [Masters thesis]. Rutgers University; 2009. [cited 2019 Aug 19]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051938.

Council of Science Editors:

Pantelis, Peter C. 1. The interpretation of intentionality from dynamic scenes:. [Masters Thesis]. Rutgers University; 2009. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051938


Rutgers University

3. Jacobs, Jennifer A., 1983-. Undergraduates' (mis) understanding of percentages.

Degree: MS, Psychology, 2010, Rutgers University

 Children and adults alike continue to have difficulty with rational numbers, and, as shown in this study, percentages. Adult undergraduate students (N = 27) completed… (more)

Subjects/Keywords: Numbers, Rational; Algebraic fields; Mathematics – Study and teaching (Secondary); Undergraduates – Examinations

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APA (6th Edition):

Jacobs, Jennifer A., 1. (2010). Undergraduates' (mis) understanding of percentages. (Masters Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000053096

Chicago Manual of Style (16th Edition):

Jacobs, Jennifer A., 1983-. “Undergraduates' (mis) understanding of percentages.” 2010. Masters Thesis, Rutgers University. Accessed August 19, 2019. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000053096.

MLA Handbook (7th Edition):

Jacobs, Jennifer A., 1983-. “Undergraduates' (mis) understanding of percentages.” 2010. Web. 19 Aug 2019.

Vancouver:

Jacobs, Jennifer A. 1. Undergraduates' (mis) understanding of percentages. [Internet] [Masters thesis]. Rutgers University; 2010. [cited 2019 Aug 19]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000053096.

Council of Science Editors:

Jacobs, Jennifer A. 1. Undergraduates' (mis) understanding of percentages. [Masters Thesis]. Rutgers University; 2010. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000053096


Rutgers University

4. Saunders, Katharine, 1984-. The principle of double effect and preschoolers' moral intuitions.

Degree: MS, Psychology, 2010, Rutgers University

 A thought experiment known as the trolley problem has frequently been used to examine whether adult moral judgments follow utilitarian principles; for example, maximize happiness… (more)

Subjects/Keywords: Judgment in children; Double effect (Ethics); Child psychology

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APA (6th Edition):

Saunders, Katharine, 1. (2010). The principle of double effect and preschoolers' moral intuitions. (Masters Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056767

Chicago Manual of Style (16th Edition):

Saunders, Katharine, 1984-. “The principle of double effect and preschoolers' moral intuitions.” 2010. Masters Thesis, Rutgers University. Accessed August 19, 2019. http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056767.

MLA Handbook (7th Edition):

Saunders, Katharine, 1984-. “The principle of double effect and preschoolers' moral intuitions.” 2010. Web. 19 Aug 2019.

Vancouver:

Saunders, Katharine 1. The principle of double effect and preschoolers' moral intuitions. [Internet] [Masters thesis]. Rutgers University; 2010. [cited 2019 Aug 19]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056767.

Council of Science Editors:

Saunders, Katharine 1. The principle of double effect and preschoolers' moral intuitions. [Masters Thesis]. Rutgers University; 2010. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056767


Rutgers University

5. Aitkin, Cordelia D. Discretization of continuous features by human learners:.

Degree: PhD, Psychology, 2009, Rutgers University

Natural features are often continuous, but many models of human learning and categorization involve discrete-valued (e.g. Boolean) features. Discretization is well-known to be beneficial in… (more)

Subjects/Keywords: Learning; Psychology of

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APA (6th Edition):

Aitkin, C. D. (2009). Discretization of continuous features by human learners:. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051773

Chicago Manual of Style (16th Edition):

Aitkin, Cordelia D. “Discretization of continuous features by human learners:.” 2009. Doctoral Dissertation, Rutgers University. Accessed August 19, 2019. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051773.

MLA Handbook (7th Edition):

Aitkin, Cordelia D. “Discretization of continuous features by human learners:.” 2009. Web. 19 Aug 2019.

Vancouver:

Aitkin CD. Discretization of continuous features by human learners:. [Internet] [Doctoral dissertation]. Rutgers University; 2009. [cited 2019 Aug 19]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051773.

Council of Science Editors:

Aitkin CD. Discretization of continuous features by human learners:. [Doctoral Dissertation]. Rutgers University; 2009. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051773


Rutgers University

6. Lindemann, Natalie Ann, 1981-. Sample size weighting in probabilistic inference.

Degree: PhD, Psychology, 2010, Rutgers University

How do people evaluate data on the basis of sample size? Normatively, sample size is an important factor that one should consider when making judgments… (more)

Subjects/Keywords: Sampling (Statistics); Heuristic; Inference

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APA (6th Edition):

Lindemann, Natalie Ann, 1. (2010). Sample size weighting in probabilistic inference. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056511

Chicago Manual of Style (16th Edition):

Lindemann, Natalie Ann, 1981-. “Sample size weighting in probabilistic inference.” 2010. Doctoral Dissertation, Rutgers University. Accessed August 19, 2019. http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056511.

MLA Handbook (7th Edition):

Lindemann, Natalie Ann, 1981-. “Sample size weighting in probabilistic inference.” 2010. Web. 19 Aug 2019.

Vancouver:

Lindemann, Natalie Ann 1. Sample size weighting in probabilistic inference. [Internet] [Doctoral dissertation]. Rutgers University; 2010. [cited 2019 Aug 19]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056511.

Council of Science Editors:

Lindemann, Natalie Ann 1. Sample size weighting in probabilistic inference. [Doctoral Dissertation]. Rutgers University; 2010. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056511


Rutgers University

7. Wang, Lu, 1986-. Preschoolers' and adults' belief reasoning and task demand.

Degree: MS, Psychology, 2011, Rutgers University

 Thirty-years research seemed to reveal that there is a U-shape development in children’s theory-of-mind abilities: infants have the competence to attribute false beliefs properly when… (more)

Subjects/Keywords: Philosophy of mind in children; Philosophy of mind

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APA (6th Edition):

Wang, Lu, 1. (2011). Preschoolers' and adults' belief reasoning and task demand. (Masters Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000061535

Chicago Manual of Style (16th Edition):

Wang, Lu, 1986-. “Preschoolers' and adults' belief reasoning and task demand.” 2011. Masters Thesis, Rutgers University. Accessed August 19, 2019. http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000061535.

MLA Handbook (7th Edition):

Wang, Lu, 1986-. “Preschoolers' and adults' belief reasoning and task demand.” 2011. Web. 19 Aug 2019.

Vancouver:

Wang, Lu 1. Preschoolers' and adults' belief reasoning and task demand. [Internet] [Masters thesis]. Rutgers University; 2011. [cited 2019 Aug 19]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000061535.

Council of Science Editors:

Wang, Lu 1. Preschoolers' and adults' belief reasoning and task demand. [Masters Thesis]. Rutgers University; 2011. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000061535

8. Chesney, Dana. What do people count?: perceptual and conceptual influences on what is considered a countable object.

Degree: PhD, Psychology, 2009, Rutgers University

The only a priori constraint on the kinds of entities that can be the members of a to-be-counted collection is that they can be treated… (more)

Subjects/Keywords: Concepts; Abstraction; Perception

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APA (6th Edition):

Chesney, D. (2009). What do people count?: perceptual and conceptual influences on what is considered a countable object. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051980

Chicago Manual of Style (16th Edition):

Chesney, Dana. “What do people count?: perceptual and conceptual influences on what is considered a countable object.” 2009. Doctoral Dissertation, Rutgers University. Accessed August 19, 2019. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051980.

MLA Handbook (7th Edition):

Chesney, Dana. “What do people count?: perceptual and conceptual influences on what is considered a countable object.” 2009. Web. 19 Aug 2019.

Vancouver:

Chesney D. What do people count?: perceptual and conceptual influences on what is considered a countable object. [Internet] [Doctoral dissertation]. Rutgers University; 2009. [cited 2019 Aug 19]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051980.

Council of Science Editors:

Chesney D. What do people count?: perceptual and conceptual influences on what is considered a countable object. [Doctoral Dissertation]. Rutgers University; 2009. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051980

9. Jacobs, Jennifer A., 1983-. Percents are not natural numbers.

Degree: Psychology, 2013, Rutgers University

Subjects/Keywords: Percentage; Numbers, Rational; Numbers, Natural; Mathematics – Philosophy

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APA (6th Edition):

Jacobs, Jennifer A., 1. (2013). Percents are not natural numbers. (Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000068885

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jacobs, Jennifer A., 1983-. “Percents are not natural numbers.” 2013. Thesis, Rutgers University. Accessed August 19, 2019. http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000068885.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jacobs, Jennifer A., 1983-. “Percents are not natural numbers.” 2013. Web. 19 Aug 2019.

Vancouver:

Jacobs, Jennifer A. 1. Percents are not natural numbers. [Internet] [Thesis]. Rutgers University; 2013. [cited 2019 Aug 19]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000068885.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jacobs, Jennifer A. 1. Percents are not natural numbers. [Thesis]. Rutgers University; 2013. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000068885

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Cooper, Jennifer L., 1980-. Understanding graphs with two independent variables.

Degree: PhD, Psychology, 2010, Rutgers University

Adults are not necessarily competent users of graphs with two independent variables, despite the frequency of this representational format. The three tasks in this thesis… (more)

Subjects/Keywords: Graphic methods; Statistics; Variables (Mathematics)

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APA (6th Edition):

Cooper, Jennifer L., 1. (2010). Understanding graphs with two independent variables. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056282

Chicago Manual of Style (16th Edition):

Cooper, Jennifer L., 1980-. “Understanding graphs with two independent variables.” 2010. Doctoral Dissertation, Rutgers University. Accessed August 19, 2019. http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056282.

MLA Handbook (7th Edition):

Cooper, Jennifer L., 1980-. “Understanding graphs with two independent variables.” 2010. Web. 19 Aug 2019.

Vancouver:

Cooper, Jennifer L. 1. Understanding graphs with two independent variables. [Internet] [Doctoral dissertation]. Rutgers University; 2010. [cited 2019 Aug 19]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056282.

Council of Science Editors:

Cooper, Jennifer L. 1. Understanding graphs with two independent variables. [Doctoral Dissertation]. Rutgers University; 2010. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056282


Rutgers University

11. Lee, Choon-Kyu. Relative-clause processing in Korean adults: effects of constituent order and prosody.

Degree: MS
[bibliography], Psychology, 2007, Rutgers University

 In this thesis, we investigate mechanisms of sentence comprehension based on our study of adults' processing of sentences containing relative clauses (RCs) in Korean. The… (more)

Subjects/Keywords: English language; Versification

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APA (6th Edition):

Lee, C. (2007). Relative-clause processing in Korean adults: effects of constituent order and prosody. (Masters Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.13494

Chicago Manual of Style (16th Edition):

Lee, Choon-Kyu. “Relative-clause processing in Korean adults: effects of constituent order and prosody.” 2007. Masters Thesis, Rutgers University. Accessed August 19, 2019. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.13494.

MLA Handbook (7th Edition):

Lee, Choon-Kyu. “Relative-clause processing in Korean adults: effects of constituent order and prosody.” 2007. Web. 19 Aug 2019.

Vancouver:

Lee C. Relative-clause processing in Korean adults: effects of constituent order and prosody. [Internet] [Masters thesis]. Rutgers University; 2007. [cited 2019 Aug 19]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.13494.

Council of Science Editors:

Lee C. Relative-clause processing in Korean adults: effects of constituent order and prosody. [Masters Thesis]. Rutgers University; 2007. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.13494


Rutgers University

12. Li, Meng. 100% of anything looks good  – the appeal of one hundred percent and the psychology of vaccination.

Degree: MS, Psychology, 2008, Rutgers University

 People overweight certainty, even when it is just an illusion. In study 1, participants (N = 470) preferred a vaccine that was 100% effective against… (more)

Subjects/Keywords: Reasoning (Psychology); Decision making

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APA (6th Edition):

Li, M. (2008). 100% of anything looks good  – the appeal of one hundred percent and the psychology of vaccination. (Masters Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17413

Chicago Manual of Style (16th Edition):

Li, Meng. “100% of anything looks good  – the appeal of one hundred percent and the psychology of vaccination.” 2008. Masters Thesis, Rutgers University. Accessed August 19, 2019. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17413.

MLA Handbook (7th Edition):

Li, Meng. “100% of anything looks good  – the appeal of one hundred percent and the psychology of vaccination.” 2008. Web. 19 Aug 2019.

Vancouver:

Li M. 100% of anything looks good  – the appeal of one hundred percent and the psychology of vaccination. [Internet] [Masters thesis]. Rutgers University; 2008. [cited 2019 Aug 19]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17413.

Council of Science Editors:

Li M. 100% of anything looks good  – the appeal of one hundred percent and the psychology of vaccination. [Masters Thesis]. Rutgers University; 2008. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17413


Rutgers University

13. Chen, Marian L. What infants track when they track multiple objects.

Degree: PhD, Psychology, 2007, Rutgers University

Many studies have found that infants in the first year of life use continuous amount, rather than discrete number, to represent small sets of objects.… (more)

Subjects/Keywords: Infants – Development; Child psychology; Performance in children

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chen, M. L. (2007). What infants track when they track multiple objects. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.15799

Chicago Manual of Style (16th Edition):

Chen, Marian L. “What infants track when they track multiple objects.” 2007. Doctoral Dissertation, Rutgers University. Accessed August 19, 2019. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.15799.

MLA Handbook (7th Edition):

Chen, Marian L. “What infants track when they track multiple objects.” 2007. Web. 19 Aug 2019.

Vancouver:

Chen ML. What infants track when they track multiple objects. [Internet] [Doctoral dissertation]. Rutgers University; 2007. [cited 2019 Aug 19]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.15799.

Council of Science Editors:

Chen ML. What infants track when they track multiple objects. [Doctoral Dissertation]. Rutgers University; 2007. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.15799


Rutgers University

14. Baker, Sara. Developing theory of mind and executive functions from three- to five-years-old: cross-sectional group and longitudinal single case approaches.

Degree: PhD, Psychology, 2007, Rutgers University

In this dissertation I consider traditional approaches to developmental questions, and suggest new methods for analyzing variability in individual children. In chapter I, I review… (more)

Subjects/Keywords: Reasoning; Cognitive science; Constructivism (Education)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Baker, S. (2007). Developing theory of mind and executive functions from three- to five-years-old: cross-sectional group and longitudinal single case approaches. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.15783

Chicago Manual of Style (16th Edition):

Baker, Sara. “Developing theory of mind and executive functions from three- to five-years-old: cross-sectional group and longitudinal single case approaches.” 2007. Doctoral Dissertation, Rutgers University. Accessed August 19, 2019. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.15783.

MLA Handbook (7th Edition):

Baker, Sara. “Developing theory of mind and executive functions from three- to five-years-old: cross-sectional group and longitudinal single case approaches.” 2007. Web. 19 Aug 2019.

Vancouver:

Baker S. Developing theory of mind and executive functions from three- to five-years-old: cross-sectional group and longitudinal single case approaches. [Internet] [Doctoral dissertation]. Rutgers University; 2007. [cited 2019 Aug 19]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.15783.

Council of Science Editors:

Baker S. Developing theory of mind and executive functions from three- to five-years-old: cross-sectional group and longitudinal single case approaches. [Doctoral Dissertation]. Rutgers University; 2007. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.15783

.