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You searched for +publisher:"University of Houston" +contributor:("Cirino, Paul T."). Showing records 1 – 30 of 33 total matches.

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University of Houston

1. -2787-6796. Executive Functioning in Struggling Readers: The NIH Examiner.

Degree: MA, Psychology, Clinical, 2020, University of Houston

 Executive functioning (EF) is an important domain general control process implicated in the development of successful reading. While a number of previous studies have investigated… (more)

Subjects/Keywords: Executive Functioning; reading

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APA (6th Edition):

-2787-6796. (2020). Executive Functioning in Struggling Readers: The NIH Examiner. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/6635

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-2787-6796. “Executive Functioning in Struggling Readers: The NIH Examiner.” 2020. Masters Thesis, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/6635.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-2787-6796. “Executive Functioning in Struggling Readers: The NIH Examiner.” 2020. Web. 06 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2787-6796. Executive Functioning in Struggling Readers: The NIH Examiner. [Internet] [Masters thesis]. University of Houston; 2020. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/6635.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-2787-6796. Executive Functioning in Struggling Readers: The NIH Examiner. [Masters Thesis]. University of Houston; 2020. Available from: http://hdl.handle.net/10657/6635

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Houston

2. -1295-195X. The Slow Rate of Visual Working Memory Consolidation Is a Structural Limit.

Degree: MA, Psychology, 2020, University of Houston

 Extensive research has focused on the limited storage capacity of working memory (WM), i.e., the maximum amount of information that can be maintained in WM.… (more)

Subjects/Keywords: visual working memory; consolidation rate; retroactive interference

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APA (6th Edition):

-1295-195X. (2020). The Slow Rate of Visual Working Memory Consolidation Is a Structural Limit. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/6661

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-1295-195X. “The Slow Rate of Visual Working Memory Consolidation Is a Structural Limit.” 2020. Masters Thesis, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/6661.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-1295-195X. “The Slow Rate of Visual Working Memory Consolidation Is a Structural Limit.” 2020. Web. 06 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1295-195X. The Slow Rate of Visual Working Memory Consolidation Is a Structural Limit. [Internet] [Masters thesis]. University of Houston; 2020. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/6661.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1295-195X. The Slow Rate of Visual Working Memory Consolidation Is a Structural Limit. [Masters Thesis]. University of Houston; 2020. Available from: http://hdl.handle.net/10657/6661

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Houston

3. Cannon, Grace E. Effects of Task-Level Language Input on Bilingual Cognitive Advantage.

Degree: MA, Psychology, Developmental, 2015, University of Houston

 Bilingualism—through learning and speaking two languages—has been considered to contribute to the development of enhanced cognitive control, including attention, inhibition, and switching. Theories, experimental work,… (more)

Subjects/Keywords: Bilingualism; Cognitive control; Lexical access; Lexicons

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APA (6th Edition):

Cannon, G. E. (2015). Effects of Task-Level Language Input on Bilingual Cognitive Advantage. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/5474

Chicago Manual of Style (16th Edition):

Cannon, Grace E. “Effects of Task-Level Language Input on Bilingual Cognitive Advantage.” 2015. Masters Thesis, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/5474.

MLA Handbook (7th Edition):

Cannon, Grace E. “Effects of Task-Level Language Input on Bilingual Cognitive Advantage.” 2015. Web. 06 Mar 2021.

Vancouver:

Cannon GE. Effects of Task-Level Language Input on Bilingual Cognitive Advantage. [Internet] [Masters thesis]. University of Houston; 2015. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/5474.

Council of Science Editors:

Cannon GE. Effects of Task-Level Language Input on Bilingual Cognitive Advantage. [Masters Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/5474


University of Houston

4. Elias, John T. PROCEDURAL VERSUS CONCEPTUAL ALGEBRA REFRESHER INTERVENTIONS AND EFFECTS OF COGNITIVE ABILITIES IN ADULTS.

Degree: MA, Psychology, 2012, University of Houston

 The success rate of high school and college students in algebra is low (Tyson et al., 2007; Croft, 2006). As such, the present study compared… (more)

Subjects/Keywords: Algebra interventions; Math difficulty; Long-term memory; Working memory; Executive functions

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APA (6th Edition):

Elias, J. T. (2012). PROCEDURAL VERSUS CONCEPTUAL ALGEBRA REFRESHER INTERVENTIONS AND EFFECTS OF COGNITIVE ABILITIES IN ADULTS. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1162

Chicago Manual of Style (16th Edition):

Elias, John T. “PROCEDURAL VERSUS CONCEPTUAL ALGEBRA REFRESHER INTERVENTIONS AND EFFECTS OF COGNITIVE ABILITIES IN ADULTS.” 2012. Masters Thesis, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/1162.

MLA Handbook (7th Edition):

Elias, John T. “PROCEDURAL VERSUS CONCEPTUAL ALGEBRA REFRESHER INTERVENTIONS AND EFFECTS OF COGNITIVE ABILITIES IN ADULTS.” 2012. Web. 06 Mar 2021.

Vancouver:

Elias JT. PROCEDURAL VERSUS CONCEPTUAL ALGEBRA REFRESHER INTERVENTIONS AND EFFECTS OF COGNITIVE ABILITIES IN ADULTS. [Internet] [Masters thesis]. University of Houston; 2012. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/1162.

Council of Science Editors:

Elias JT. PROCEDURAL VERSUS CONCEPTUAL ALGEBRA REFRESHER INTERVENTIONS AND EFFECTS OF COGNITIVE ABILITIES IN ADULTS. [Masters Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1162


University of Houston

5. Maxwell, Emily. Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes.

Degree: MA, Psychology, Clinical, 2012, University of Houston

 The present study investigated categorical and coordinate visual perception in 81 children with spina bifida myelomeningocele (SBM) relative to 28 controls, and related this performance… (more)

Subjects/Keywords: Visual perception; Spina bifida myelomeningocele; Cortical thickness; Gray matter; White matter

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APA (6th Edition):

Maxwell, E. (2012). Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1153

Chicago Manual of Style (16th Edition):

Maxwell, Emily. “Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes.” 2012. Masters Thesis, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/1153.

MLA Handbook (7th Edition):

Maxwell, Emily. “Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes.” 2012. Web. 06 Mar 2021.

Vancouver:

Maxwell E. Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes. [Internet] [Masters thesis]. University of Houston; 2012. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/1153.

Council of Science Editors:

Maxwell E. Visual Perception in Children with Spina Bifida Myelomeningocele and the Impact of Posterior Cortical Changes. [Masters Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1153


University of Houston

6. -6689-1967. Binge Alcohol Effects on the Prefrontal Cortex.

Degree: MA, Psychology, Developmental, 2016, University of Houston

 Approximately 92% of U.S. adults who drink excessively report binge drinking in the past 30 days. Increased alcohol marketing in recent years has particularly targeted… (more)

Subjects/Keywords: Alcohol; Binge drinking; Sex differences; Prefrontal cortex; Neurodegeneration; Neurosciences; Cognitive deficits

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APA (6th Edition):

-6689-1967. (2016). Binge Alcohol Effects on the Prefrontal Cortex. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1731

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-6689-1967. “Binge Alcohol Effects on the Prefrontal Cortex.” 2016. Masters Thesis, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/1731.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-6689-1967. “Binge Alcohol Effects on the Prefrontal Cortex.” 2016. Web. 06 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6689-1967. Binge Alcohol Effects on the Prefrontal Cortex. [Internet] [Masters thesis]. University of Houston; 2016. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/1731.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-6689-1967. Binge Alcohol Effects on the Prefrontal Cortex. [Masters Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1731

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Houston

7. Munson, Brandin A. DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING.

Degree: MA, Psychology, 2016, University of Houston

 The main focus of the present study was to compare foreign vocabulary learning outcomes between immersion-based, text-based, and picture-based training within a virtual environment. Researchers… (more)

Subjects/Keywords: Foreign language learning; Vocabulary development; Virtual environment; Sensorimotor; Sensory neuroscience; Spanish language

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APA (6th Edition):

Munson, B. A. (2016). DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1730

Chicago Manual of Style (16th Edition):

Munson, Brandin A. “DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING.” 2016. Masters Thesis, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/1730.

MLA Handbook (7th Edition):

Munson, Brandin A. “DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING.” 2016. Web. 06 Mar 2021.

Vancouver:

Munson BA. DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING. [Internet] [Masters thesis]. University of Houston; 2016. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/1730.

Council of Science Editors:

Munson BA. DIFFERENCES IN FOREIGN VOCABULARY LEARNING OUTCOMES BETWEEN VIRTUAL ENVIRONMENT IMMERSION-BASED, TEXT-BASED, AND PICTURE-BASED LEARNING. [Masters Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1730


University of Houston

8. Child, Amanda. A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder.

Degree: MA, Psychology, Clinical, 2015, University of Houston

 Reading disability (RD), math disability (MD), and attention-deficit/hyperactivity disorder (ADHD) are common disorders that frequently co-occur in school-aged children. However, it is not yet clear… (more)

Subjects/Keywords: Reading; Mathematics; Attention

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APA (6th Edition):

Child, A. (2015). A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1473

Chicago Manual of Style (16th Edition):

Child, Amanda. “A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder.” 2015. Masters Thesis, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/1473.

MLA Handbook (7th Edition):

Child, Amanda. “A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder.” 2015. Web. 06 Mar 2021.

Vancouver:

Child A. A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder. [Internet] [Masters thesis]. University of Houston; 2015. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/1473.

Council of Science Editors:

Child A. A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder. [Masters Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1473


University of Houston

9. -9798-360X. A New Addition to the Concussion Toolkit?: Examining the Incremental Validity of the Vestibular/Ocular Motor Screening.

Degree: MA, Psychology, Clinical, 2019, University of Houston

 The Vestibular/Ocular Motor Screening (VOMS) offers a simple, low-cost measure of vestibular and ocular motor functions following a concussion but little is known about its… (more)

Subjects/Keywords: Assessments; Brain injury

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APA (6th Edition):

-9798-360X. (2019). A New Addition to the Concussion Toolkit?: Examining the Incremental Validity of the Vestibular/Ocular Motor Screening. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/4643

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-9798-360X. “A New Addition to the Concussion Toolkit?: Examining the Incremental Validity of the Vestibular/Ocular Motor Screening.” 2019. Masters Thesis, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/4643.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-9798-360X. “A New Addition to the Concussion Toolkit?: Examining the Incremental Validity of the Vestibular/Ocular Motor Screening.” 2019. Web. 06 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-9798-360X. A New Addition to the Concussion Toolkit?: Examining the Incremental Validity of the Vestibular/Ocular Motor Screening. [Internet] [Masters thesis]. University of Houston; 2019. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/4643.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-9798-360X. A New Addition to the Concussion Toolkit?: Examining the Incremental Validity of the Vestibular/Ocular Motor Screening. [Masters Thesis]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4643

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Houston

10. Korycinski, Kristin M. A Psychometric Evaluation of the Brief Form of the PID-5 in an Inpatient Adolescent Sample.

Degree: MA, Psychology, Clinical, 2017, University of Houston

 Borderline Personality Disorder (BPD) is a severe mental disorder characterized by dysfunction related to conceptualizations of the self and interpersonal processes. Research suggests that BPD… (more)

Subjects/Keywords: Borderline Personality Disorder; BPD; Adolescence; PID-5; PID-5-BF; Personality; Personality Assessment; Inpatient

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APA (6th Edition):

Korycinski, K. M. (2017). A Psychometric Evaluation of the Brief Form of the PID-5 in an Inpatient Adolescent Sample. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1862

Chicago Manual of Style (16th Edition):

Korycinski, Kristin M. “A Psychometric Evaluation of the Brief Form of the PID-5 in an Inpatient Adolescent Sample.” 2017. Masters Thesis, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/1862.

MLA Handbook (7th Edition):

Korycinski, Kristin M. “A Psychometric Evaluation of the Brief Form of the PID-5 in an Inpatient Adolescent Sample.” 2017. Web. 06 Mar 2021.

Vancouver:

Korycinski KM. A Psychometric Evaluation of the Brief Form of the PID-5 in an Inpatient Adolescent Sample. [Internet] [Masters thesis]. University of Houston; 2017. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/1862.

Council of Science Editors:

Korycinski KM. A Psychometric Evaluation of the Brief Form of the PID-5 in an Inpatient Adolescent Sample. [Masters Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1862


University of Houston

11. -0662-2217. The Hierarchical Factor Structure of the Personality Inventory for DSM-5.

Degree: MA, Psychology, Clinical, 2019, University of Houston

 Section III of the DSM-5 contains a dimensional, trait-based Alternative Model for Personality Disorders (AMPD) as an area for future research, given proposals that a… (more)

Subjects/Keywords: PID-5; Personality

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APA (6th Edition):

-0662-2217. (2019). The Hierarchical Factor Structure of the Personality Inventory for DSM-5. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/4692

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-0662-2217. “The Hierarchical Factor Structure of the Personality Inventory for DSM-5.” 2019. Masters Thesis, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/4692.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-0662-2217. “The Hierarchical Factor Structure of the Personality Inventory for DSM-5.” 2019. Web. 06 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0662-2217. The Hierarchical Factor Structure of the Personality Inventory for DSM-5. [Internet] [Masters thesis]. University of Houston; 2019. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/4692.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-0662-2217. The Hierarchical Factor Structure of the Personality Inventory for DSM-5. [Masters Thesis]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4692

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Houston

12. -6966-2131. A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder.

Degree: MA, Psychology, Clinical, 2016, University of Houston

 Recent conceptualizations of personality disorders in general, and borderline personality disorder specifically, focus on dysfunction in self and other processing. These processes are best understood… (more)

Subjects/Keywords: Theory of mind; Person Perception

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

APA (6th Edition):

-6966-2131. (2016). A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1535

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-6966-2131. “A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder.” 2016. Masters Thesis, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/1535.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-6966-2131. “A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder.” 2016. Web. 06 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6966-2131. A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder. [Internet] [Masters thesis]. University of Houston; 2016. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/1535.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-6966-2131. A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder. [Masters Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1535

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Houston

13. Elias, John T. A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT.

Degree: PhD, Psychology, Clinical, 2017, University of Houston

 Understanding the factors influencing math achievement may serve to guide future instruction and intervention techniques, though integrating factors across neuropsychological, affective, and environmental domains in… (more)

Subjects/Keywords: Math difficulty; Executive functions; Math anxiety; Parental expectations; Pre-algebra

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APA (6th Edition):

Elias, J. T. (2017). A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1840

Chicago Manual of Style (16th Edition):

Elias, John T. “A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT.” 2017. Doctoral Dissertation, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/1840.

MLA Handbook (7th Edition):

Elias, John T. “A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT.” 2017. Web. 06 Mar 2021.

Vancouver:

Elias JT. A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/1840.

Council of Science Editors:

Elias JT. A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1840


University of Houston

14. Gerst, Elyssa Hope. Processing Speed in Children: Examination of the Structure in Middle Childhood and its Impact on Reading.

Degree: PhD, Psychology, Clinical, 2017, University of Houston

 The primary aim of this study was to examine the structure of processing speed (PS) in middle childhood by comparing five theoretically driven models of… (more)

Subjects/Keywords: Processing Speed; Reading

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APA (6th Edition):

Gerst, E. H. (2017). Processing Speed in Children: Examination of the Structure in Middle Childhood and its Impact on Reading. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1841

Chicago Manual of Style (16th Edition):

Gerst, Elyssa Hope. “Processing Speed in Children: Examination of the Structure in Middle Childhood and its Impact on Reading.” 2017. Doctoral Dissertation, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/1841.

MLA Handbook (7th Edition):

Gerst, Elyssa Hope. “Processing Speed in Children: Examination of the Structure in Middle Childhood and its Impact on Reading.” 2017. Web. 06 Mar 2021.

Vancouver:

Gerst EH. Processing Speed in Children: Examination of the Structure in Middle Childhood and its Impact on Reading. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/1841.

Council of Science Editors:

Gerst EH. Processing Speed in Children: Examination of the Structure in Middle Childhood and its Impact on Reading. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1841


University of Houston

15. Johnson, Chad 1982-. Similarities and Differences among Commonly Used Verbal List Learning Tasks.

Degree: PhD, Psychology, Clinical, 2012, University of Houston

 The current study identifies intra-individual performance differences on three commonly used verbal list learning tests, and it discusses implications of these differences for both clinical… (more)

Subjects/Keywords: Verbal list learning; Psychometrics; Verbal memory; Test validity; CVLT-II; RAVLT; HVLT-R; Neurosciences; Neuropsychology; Test selection

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APA (6th Edition):

Johnson, C. 1. (2012). Similarities and Differences among Commonly Used Verbal List Learning Tasks. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1154

Chicago Manual of Style (16th Edition):

Johnson, Chad 1982-. “Similarities and Differences among Commonly Used Verbal List Learning Tasks.” 2012. Doctoral Dissertation, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/1154.

MLA Handbook (7th Edition):

Johnson, Chad 1982-. “Similarities and Differences among Commonly Used Verbal List Learning Tasks.” 2012. Web. 06 Mar 2021.

Vancouver:

Johnson C1. Similarities and Differences among Commonly Used Verbal List Learning Tasks. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/1154.

Council of Science Editors:

Johnson C1. Similarities and Differences among Commonly Used Verbal List Learning Tasks. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/1154


University of Houston

16. Martin, Rebecca B. Memory in Children with Temporal and Frontal Lobe Epilepsy, Pre- and Post-Operatively.

Degree: Psychology - Clinical, Neuropsychology, 2014, University of Houston

 Temporal lobe epilepsy (TLE) has been shown to be related to cognitive impairments in adults and children. This study specifically focuses on the cognitive impairments… (more)

Subjects/Keywords: Epilepsy; Children

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APA (6th Edition):

Martin, R. B. (2014). Memory in Children with Temporal and Frontal Lobe Epilepsy, Pre- and Post-Operatively. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4492

Chicago Manual of Style (16th Edition):

Martin, Rebecca B. “Memory in Children with Temporal and Frontal Lobe Epilepsy, Pre- and Post-Operatively.” 2014. Doctoral Dissertation, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/4492.

MLA Handbook (7th Edition):

Martin, Rebecca B. “Memory in Children with Temporal and Frontal Lobe Epilepsy, Pre- and Post-Operatively.” 2014. Web. 06 Mar 2021.

Vancouver:

Martin RB. Memory in Children with Temporal and Frontal Lobe Epilepsy, Pre- and Post-Operatively. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/4492.

Council of Science Editors:

Martin RB. Memory in Children with Temporal and Frontal Lobe Epilepsy, Pre- and Post-Operatively. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/4492


University of Houston

17. Arrington, Nikki. White Matter Microstructure in Relation to Reading Proficiency and Behavioral Inattention.

Degree: PhD, Psychology, Developmental, 2015, University of Houston

 Components of reading proficiency such as accuracy, fluency, and comprehension require the successful coordination of numerous, yet distinct, cortical regions. Underlying white matter tracts such… (more)

Subjects/Keywords: Reading proficiency; Behavioral inattention; White matter; DTI

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APA (6th Edition):

Arrington, N. (2015). White Matter Microstructure in Relation to Reading Proficiency and Behavioral Inattention. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5468

Chicago Manual of Style (16th Edition):

Arrington, Nikki. “White Matter Microstructure in Relation to Reading Proficiency and Behavioral Inattention.” 2015. Doctoral Dissertation, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/5468.

MLA Handbook (7th Edition):

Arrington, Nikki. “White Matter Microstructure in Relation to Reading Proficiency and Behavioral Inattention.” 2015. Web. 06 Mar 2021.

Vancouver:

Arrington N. White Matter Microstructure in Relation to Reading Proficiency and Behavioral Inattention. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/5468.

Council of Science Editors:

Arrington N. White Matter Microstructure in Relation to Reading Proficiency and Behavioral Inattention. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/5468


University of Houston

18. Child, Amanda E. Academic Fluency in Pediatric Brain Tumor Survivors Treated with Proton Beam Radiation Therapy versus Photon Radiation Therapy.

Degree: PhD, Psychology, Clinical, 2019, University of Houston

 Brain and central nervous system (CNS) tumors are the most common tumor type in children and adolescents, and are often treated with a combination of… (more)

Subjects/Keywords: Neurocognitive outcomes; Neurosciences; Neuropsychology; Pediatric brain tumor; Radiation therapy

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APA (6th Edition):

Child, A. E. (2019). Academic Fluency in Pediatric Brain Tumor Survivors Treated with Proton Beam Radiation Therapy versus Photon Radiation Therapy. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4632

Chicago Manual of Style (16th Edition):

Child, Amanda E. “Academic Fluency in Pediatric Brain Tumor Survivors Treated with Proton Beam Radiation Therapy versus Photon Radiation Therapy.” 2019. Doctoral Dissertation, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/4632.

MLA Handbook (7th Edition):

Child, Amanda E. “Academic Fluency in Pediatric Brain Tumor Survivors Treated with Proton Beam Radiation Therapy versus Photon Radiation Therapy.” 2019. Web. 06 Mar 2021.

Vancouver:

Child AE. Academic Fluency in Pediatric Brain Tumor Survivors Treated with Proton Beam Radiation Therapy versus Photon Radiation Therapy. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/4632.

Council of Science Editors:

Child AE. Academic Fluency in Pediatric Brain Tumor Survivors Treated with Proton Beam Radiation Therapy versus Photon Radiation Therapy. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4632


University of Houston

19. Fischer, Jesse T. Frontostriatal White Matter Integrity Relations with ‘Cool’ and ‘Hot’ Self-Regulation Following Pediatric Traumatic Brain Injury.

Degree: PhD, Psychology, Clinical, 2019, University of Houston

 Traumatic brain injury (TBI) produces microstructural damage to white matter pathways connecting neural structures that support top-down control of prefrontal regions over striatal regions involved… (more)

Subjects/Keywords: Traumatic brain injury; Pediatrics; Self-regulation; White matter; Frontostriatal

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APA (6th Edition):

Fischer, J. T. (2019). Frontostriatal White Matter Integrity Relations with ‘Cool’ and ‘Hot’ Self-Regulation Following Pediatric Traumatic Brain Injury. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4629

Chicago Manual of Style (16th Edition):

Fischer, Jesse T. “Frontostriatal White Matter Integrity Relations with ‘Cool’ and ‘Hot’ Self-Regulation Following Pediatric Traumatic Brain Injury.” 2019. Doctoral Dissertation, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/4629.

MLA Handbook (7th Edition):

Fischer, Jesse T. “Frontostriatal White Matter Integrity Relations with ‘Cool’ and ‘Hot’ Self-Regulation Following Pediatric Traumatic Brain Injury.” 2019. Web. 06 Mar 2021.

Vancouver:

Fischer JT. Frontostriatal White Matter Integrity Relations with ‘Cool’ and ‘Hot’ Self-Regulation Following Pediatric Traumatic Brain Injury. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/4629.

Council of Science Editors:

Fischer JT. Frontostriatal White Matter Integrity Relations with ‘Cool’ and ‘Hot’ Self-Regulation Following Pediatric Traumatic Brain Injury. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4629


University of Houston

20. Maxwell, Emily C. The Role of Executive Functioning, Anxiety, and Family Burden on Mathematical Performance in Children with Traumatic Brain Injury.

Degree: PhD, Psychology, Clinical, 2015, University of Houston

 Mathematical performance is closely linked with anxiety and executive processes, which are both adversely impacted by traumatic brain injury (TBI) in children. The present study… (more)

Subjects/Keywords: Pediatric traumatic brain injury; Mathematical performance; Executive functions; Anxiety; Family burden

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APA (6th Edition):

Maxwell, E. C. (2015). The Role of Executive Functioning, Anxiety, and Family Burden on Mathematical Performance in Children with Traumatic Brain Injury. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/5477

Chicago Manual of Style (16th Edition):

Maxwell, Emily C. “The Role of Executive Functioning, Anxiety, and Family Burden on Mathematical Performance in Children with Traumatic Brain Injury.” 2015. Doctoral Dissertation, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/5477.

MLA Handbook (7th Edition):

Maxwell, Emily C. “The Role of Executive Functioning, Anxiety, and Family Burden on Mathematical Performance in Children with Traumatic Brain Injury.” 2015. Web. 06 Mar 2021.

Vancouver:

Maxwell EC. The Role of Executive Functioning, Anxiety, and Family Burden on Mathematical Performance in Children with Traumatic Brain Injury. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/5477.

Council of Science Editors:

Maxwell EC. The Role of Executive Functioning, Anxiety, and Family Burden on Mathematical Performance in Children with Traumatic Brain Injury. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/5477


University of Houston

21. -5385-1306. The Role Of Domain Specific Rational Number Components And The Domain General Component of Attention in Math.

Degree: PhD, Psychology, Clinical, 2020, University of Houston

 There has been much research into cognitive predictors of math ability and the role of attention in math. However, most of this research has evaluated… (more)

Subjects/Keywords: Math; Attention; Magnitude

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APA (6th Edition):

-5385-1306. (2020). The Role Of Domain Specific Rational Number Components And The Domain General Component of Attention in Math. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/7263

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-5385-1306. “The Role Of Domain Specific Rational Number Components And The Domain General Component of Attention in Math.” 2020. Doctoral Dissertation, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/7263.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-5385-1306. “The Role Of Domain Specific Rational Number Components And The Domain General Component of Attention in Math.” 2020. Web. 06 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-5385-1306. The Role Of Domain Specific Rational Number Components And The Domain General Component of Attention in Math. [Internet] [Doctoral dissertation]. University of Houston; 2020. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/7263.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-5385-1306. The Role Of Domain Specific Rational Number Components And The Domain General Component of Attention in Math. [Doctoral Dissertation]. University of Houston; 2020. Available from: http://hdl.handle.net/10657/7263

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

22. Huston-Warren, Emily A. Executive Functions and Self-Regulated Learning as Predictors of Math Achievement: A Path Analytic Framework.

Degree: MA, Psychology, Clinical, 2016, University of Houston

 Despite considerable evidence for the hierarchical nature of math learning and the influence of executive functions in early math development, few studies have investigated the… (more)

Subjects/Keywords: Mathematics achievement; Executive functions; Self-regulated learning; Path analysis

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APA (6th Edition):

Huston-Warren, E. A. (2016). Executive Functions and Self-Regulated Learning as Predictors of Math Achievement: A Path Analytic Framework. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1514

Chicago Manual of Style (16th Edition):

Huston-Warren, Emily A. “Executive Functions and Self-Regulated Learning as Predictors of Math Achievement: A Path Analytic Framework.” 2016. Masters Thesis, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/1514.

MLA Handbook (7th Edition):

Huston-Warren, Emily A. “Executive Functions and Self-Regulated Learning as Predictors of Math Achievement: A Path Analytic Framework.” 2016. Web. 06 Mar 2021.

Vancouver:

Huston-Warren EA. Executive Functions and Self-Regulated Learning as Predictors of Math Achievement: A Path Analytic Framework. [Internet] [Masters thesis]. University of Houston; 2016. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/1514.

Council of Science Editors:

Huston-Warren EA. Executive Functions and Self-Regulated Learning as Predictors of Math Achievement: A Path Analytic Framework. [Masters Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1514

23. Cowie, Jennifer. Sex Differences in the Relationship Between Parent-Child Interactions, Internalizing Symptoms, and Sleep in Preschoolers.

Degree: MA, Psychology, 2015, University of Houston

 Although sleep-related parenting behaviors (e.g., involvement in bedtime routines) have been demonstrated to contribute to sleep problems in infants and school-age children, few studies have… (more)

Subjects/Keywords: Children; Internalization; Sleep disturbances; Parenting behaviors; Preschoolers; Clinical health psychology

…their archival data, and approval was also obtained from the University of Houston IRB… 

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APA (6th Edition):

Cowie, J. (2015). Sex Differences in the Relationship Between Parent-Child Interactions, Internalizing Symptoms, and Sleep in Preschoolers. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1132

Chicago Manual of Style (16th Edition):

Cowie, Jennifer. “Sex Differences in the Relationship Between Parent-Child Interactions, Internalizing Symptoms, and Sleep in Preschoolers.” 2015. Masters Thesis, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/1132.

MLA Handbook (7th Edition):

Cowie, Jennifer. “Sex Differences in the Relationship Between Parent-Child Interactions, Internalizing Symptoms, and Sleep in Preschoolers.” 2015. Web. 06 Mar 2021.

Vancouver:

Cowie J. Sex Differences in the Relationship Between Parent-Child Interactions, Internalizing Symptoms, and Sleep in Preschoolers. [Internet] [Masters thesis]. University of Houston; 2015. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/1132.

Council of Science Editors:

Cowie J. Sex Differences in the Relationship Between Parent-Child Interactions, Internalizing Symptoms, and Sleep in Preschoolers. [Masters Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1132

24. Williams, Baruch. Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System.

Degree: MA, Psychology, 2012, University of Houston

 The present study assessed the sensitivity of the Delis-Kaplan Executive Function System (D-KEFS) for evaluating executive functions (EF’s) in children with Attention Deficit Hyperactivity Disorder… (more)

Subjects/Keywords: Attention Deficit/Hyperactivity Disorder (ADHD); Reading Disability; Delis-Kaplan Executive Function System; Clinical psychology

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APA (6th Edition):

Williams, B. (2012). Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/ETD-UH-2012-05-364

Chicago Manual of Style (16th Edition):

Williams, Baruch. “Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System.” 2012. Masters Thesis, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/ETD-UH-2012-05-364.

MLA Handbook (7th Edition):

Williams, Baruch. “Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System.” 2012. Web. 06 Mar 2021.

Vancouver:

Williams B. Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System. [Internet] [Masters thesis]. University of Houston; 2012. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/ETD-UH-2012-05-364.

Council of Science Editors:

Williams B. Differentiating Attention Deficit Hyperactivity Disorder and Reading Disability with the Delis-Kaplan Executive Function System. [Masters Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/ETD-UH-2012-05-364

25. Lacey, William. The Role of Magnitude Processes and Working Memory for Learning Algebra.

Degree: MA, Psychology, Clinical, 2017, University of Houston

 There has been much research into the predictors of early mathematics. In contrast, less information is available about how such predictors inform later skills such… (more)

Subjects/Keywords: Working memory; Magnitude Processes; Algebra

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APA (6th Edition):

Lacey, W. (2017). The Role of Magnitude Processes and Working Memory for Learning Algebra. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1892

Chicago Manual of Style (16th Edition):

Lacey, William. “The Role of Magnitude Processes and Working Memory for Learning Algebra.” 2017. Masters Thesis, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/1892.

MLA Handbook (7th Edition):

Lacey, William. “The Role of Magnitude Processes and Working Memory for Learning Algebra.” 2017. Web. 06 Mar 2021.

Vancouver:

Lacey W. The Role of Magnitude Processes and Working Memory for Learning Algebra. [Internet] [Masters thesis]. University of Houston; 2017. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/1892.

Council of Science Editors:

Lacey W. The Role of Magnitude Processes and Working Memory for Learning Algebra. [Masters Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1892

26. Martin, Rebecca B. Counting Procedural Skill and Conceptual Knowledge in Kindergarten as Predictors of Grade 1 Math Skills.

Degree: Psychology, Clinical, 2012, University of Houston

 Though research has identified several possible factors that could be considered precursors of math difficulties in children, including cognitive, language, and number factors, there is… (more)

Subjects/Keywords: counting; number sense; early math skills

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APA (6th Edition):

Martin, R. B. (2012). Counting Procedural Skill and Conceptual Knowledge in Kindergarten as Predictors of Grade 1 Math Skills. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/239

Chicago Manual of Style (16th Edition):

Martin, Rebecca B. “Counting Procedural Skill and Conceptual Knowledge in Kindergarten as Predictors of Grade 1 Math Skills.” 2012. Masters Thesis, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/239.

MLA Handbook (7th Edition):

Martin, Rebecca B. “Counting Procedural Skill and Conceptual Knowledge in Kindergarten as Predictors of Grade 1 Math Skills.” 2012. Web. 06 Mar 2021.

Vancouver:

Martin RB. Counting Procedural Skill and Conceptual Knowledge in Kindergarten as Predictors of Grade 1 Math Skills. [Internet] [Masters thesis]. University of Houston; 2012. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/239.

Council of Science Editors:

Martin RB. Counting Procedural Skill and Conceptual Knowledge in Kindergarten as Predictors of Grade 1 Math Skills. [Masters Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/239

27. Klenck, Suzanne. How Do Treatment Completers Fare Versus Dropouts?: A Follow-Up Study.

Degree: PhD, Psychology, Clinical, 2012, University of Houston

 Premature termination from psychotherapy has been reported as the most pressing health care delivery problem of community mental health outpatient clinics since the 1970’s (Albers… (more)

Subjects/Keywords: Dropouts; Premature termination; Attrition; Treatment gains at follow-up; Adult behavior disorders

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APA (6th Edition):

Klenck, S. (2012). How Do Treatment Completers Fare Versus Dropouts?: A Follow-Up Study. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/ETD-UH-2012-08-543

Chicago Manual of Style (16th Edition):

Klenck, Suzanne. “How Do Treatment Completers Fare Versus Dropouts?: A Follow-Up Study.” 2012. Doctoral Dissertation, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/ETD-UH-2012-08-543.

MLA Handbook (7th Edition):

Klenck, Suzanne. “How Do Treatment Completers Fare Versus Dropouts?: A Follow-Up Study.” 2012. Web. 06 Mar 2021.

Vancouver:

Klenck S. How Do Treatment Completers Fare Versus Dropouts?: A Follow-Up Study. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/ETD-UH-2012-08-543.

Council of Science Editors:

Klenck S. How Do Treatment Completers Fare Versus Dropouts?: A Follow-Up Study. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/ETD-UH-2012-08-543

28. Grabyan, Jonathan M. PREDICTING LONGITUDINAL DECLINE IN INSTRUMENTAL ACTIVITIES OF DAILY LIVING IN PATIENTS WITH ALZHEIMER’S DISEASE.

Degree: PhD, Psychology, Clinical, 2016, University of Houston

 Appropriate planning for the future functional decline of patients with Alzheimer’s disease (AD) is very important. An easy-to-utilize, reliable method for predicting progression of deficits… (more)

Subjects/Keywords: Alzheimer's Disease; IADLs; Neurosciences; Neuropsychology

of Houston Committee for the Protection of Human Subjects) were received for the… …from the Baylor College of Medicine Institutional Review Board (and from the University… 

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APA (6th Edition):

Grabyan, J. M. (2016). PREDICTING LONGITUDINAL DECLINE IN INSTRUMENTAL ACTIVITIES OF DAILY LIVING IN PATIENTS WITH ALZHEIMER’S DISEASE. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1498

Chicago Manual of Style (16th Edition):

Grabyan, Jonathan M. “PREDICTING LONGITUDINAL DECLINE IN INSTRUMENTAL ACTIVITIES OF DAILY LIVING IN PATIENTS WITH ALZHEIMER’S DISEASE.” 2016. Doctoral Dissertation, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/1498.

MLA Handbook (7th Edition):

Grabyan, Jonathan M. “PREDICTING LONGITUDINAL DECLINE IN INSTRUMENTAL ACTIVITIES OF DAILY LIVING IN PATIENTS WITH ALZHEIMER’S DISEASE.” 2016. Web. 06 Mar 2021.

Vancouver:

Grabyan JM. PREDICTING LONGITUDINAL DECLINE IN INSTRUMENTAL ACTIVITIES OF DAILY LIVING IN PATIENTS WITH ALZHEIMER’S DISEASE. [Internet] [Doctoral dissertation]. University of Houston; 2016. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/1498.

Council of Science Editors:

Grabyan JM. PREDICTING LONGITUDINAL DECLINE IN INSTRUMENTAL ACTIVITIES OF DAILY LIVING IN PATIENTS WITH ALZHEIMER’S DISEASE. [Doctoral Dissertation]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1498

29. McCulloch, Katie. Validation and Diagnostic Utility of the Mini-Mental State Examination and Montreal Cognitive Assessment in Screening for Dementia within a Mixed Clinical Sample.

Degree: PhD, Psychology, Clinical, 2014, University of Houston

 The Mini-Mental Status Examination (MMSE) and Montreal Cognitive Assessment (MoCA) are frequently utilized cognitive screening measures. The goal of the present study was to evaluate:… (more)

Subjects/Keywords: Cognitive Screening; Neurosciences; Neuropsychology; MMSE; MoCA; Clinical psychology

…the Baylor College of Medicine and the University of Houston and further reviewed by the… 

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APA (6th Edition):

McCulloch, K. (2014). Validation and Diagnostic Utility of the Mini-Mental State Examination and Montreal Cognitive Assessment in Screening for Dementia within a Mixed Clinical Sample. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/874

Chicago Manual of Style (16th Edition):

McCulloch, Katie. “Validation and Diagnostic Utility of the Mini-Mental State Examination and Montreal Cognitive Assessment in Screening for Dementia within a Mixed Clinical Sample.” 2014. Doctoral Dissertation, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/874.

MLA Handbook (7th Edition):

McCulloch, Katie. “Validation and Diagnostic Utility of the Mini-Mental State Examination and Montreal Cognitive Assessment in Screening for Dementia within a Mixed Clinical Sample.” 2014. Web. 06 Mar 2021.

Vancouver:

McCulloch K. Validation and Diagnostic Utility of the Mini-Mental State Examination and Montreal Cognitive Assessment in Screening for Dementia within a Mixed Clinical Sample. [Internet] [Doctoral dissertation]. University of Houston; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/874.

Council of Science Editors:

McCulloch K. Validation and Diagnostic Utility of the Mini-Mental State Examination and Montreal Cognitive Assessment in Screening for Dementia within a Mixed Clinical Sample. [Doctoral Dissertation]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/874

30. Tran, Crystal Duc. Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes.

Degree: PhD, Psychology, Developmental, 2015, University of Houston

 Executive Function (EF) is a complex cognitive construct encompassing a set of processes that monitor and control thought and action for goal-directed responses. Increasing research… (more)

Subjects/Keywords: Executive functions; Bilingualism; Culture; Longitudinal study; Behavioral Outcomes; Language Status; Developmental psychology

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APA (6th Edition):

Tran, C. D. (2015). Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1144

Chicago Manual of Style (16th Edition):

Tran, Crystal Duc. “Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes.” 2015. Doctoral Dissertation, University of Houston. Accessed March 06, 2021. http://hdl.handle.net/10657/1144.

MLA Handbook (7th Edition):

Tran, Crystal Duc. “Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes.” 2015. Web. 06 Mar 2021.

Vancouver:

Tran CD. Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10657/1144.

Council of Science Editors:

Tran CD. Exploring the Role of Culture, Language Experience, and Executive Function on Children’s Behavioral Outcomes. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1144

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