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You searched for +publisher:"University of Illinois – Chicago" +contributor:("Goldman, Susan"). Showing records 1 – 22 of 22 total matches.

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University of Illinois – Chicago

1. Sovansky, Erin E. The Relationship between State Math Anxiety and Working Memory Capacity.

Degree: 2016, University of Illinois – Chicago

 Previous work has found that math-anxious individuals perform more poorly on math-related working memory capacity (WMC) measures (Ashcraft & Kirk, 2001).However, based on previous work… (more)

Subjects/Keywords: Math; math anxiety, working memory, executive functioning

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APA (6th Edition):

Sovansky, E. E. (2016). The Relationship between State Math Anxiety and Working Memory Capacity. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21216

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):

Sovansky, Erin E. “The Relationship between State Math Anxiety and Working Memory Capacity.” 2016. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21216.

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

MLA Handbook (7th Edition):

Sovansky, Erin E. “The Relationship between State Math Anxiety and Working Memory Capacity.” 2016. Web. 04 Dec 2020.

Vancouver:

Sovansky EE. The Relationship between State Math Anxiety and Working Memory Capacity. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21216.

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

Council of Science Editors:

Sovansky EE. The Relationship between State Math Anxiety and Working Memory Capacity. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21216

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


University of Illinois – Chicago

2. Miller, Krista A. The Role of Context, Familiarity and Word Frequency in the Processing of Idiom Final Words.

Degree: 2015, University of Illinois – Chicago

 The current study explored whether word frequency effects are altered when words are read as part of idiomatic phrases. Participants read a series of high… (more)

Subjects/Keywords: text processing; figurative language; idiom processing

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

APA (6th Edition):

Miller, K. A. (2015). The Role of Context, Familiarity and Word Frequency in the Processing of Idiom Final Words. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19491

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):

Miller, Krista A. “The Role of Context, Familiarity and Word Frequency in the Processing of Idiom Final Words.” 2015. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/19491.

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

MLA Handbook (7th Edition):

Miller, Krista A. “The Role of Context, Familiarity and Word Frequency in the Processing of Idiom Final Words.” 2015. Web. 04 Dec 2020.

Vancouver:

Miller KA. The Role of Context, Familiarity and Word Frequency in the Processing of Idiom Final Words. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/19491.

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

Council of Science Editors:

Miller KA. The Role of Context, Familiarity and Word Frequency in the Processing of Idiom Final Words. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19491

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


University of Illinois – Chicago

3. Burkett, Candice. Interpretations of Literature: The Roles of Prompting, Processing and Attention to Rhetorical Cues.

Degree: 2015, University of Illinois – Chicago

 Previous research suggests that literary experts, but not novices, are particularly adept at engaging in literary reasoning and making interpretations about the theme of literary… (more)

Subjects/Keywords: Literary Interpretations; Text Processing; Rhetorical Cues

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APA (6th Edition):

Burkett, C. (2015). Interpretations of Literature: The Roles of Prompting, Processing and Attention to Rhetorical Cues. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19524

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):

Burkett, Candice. “Interpretations of Literature: The Roles of Prompting, Processing and Attention to Rhetorical Cues.” 2015. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/19524.

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

MLA Handbook (7th Edition):

Burkett, Candice. “Interpretations of Literature: The Roles of Prompting, Processing and Attention to Rhetorical Cues.” 2015. Web. 04 Dec 2020.

Vancouver:

Burkett C. Interpretations of Literature: The Roles of Prompting, Processing and Attention to Rhetorical Cues. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/19524.

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

Council of Science Editors:

Burkett C. Interpretations of Literature: The Roles of Prompting, Processing and Attention to Rhetorical Cues. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19524

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


University of Illinois – Chicago

4. McCarthy, Kathryn S. The Role of Genre Expectation in Literary Readers Engagement in Interpretative Literary Reasoning.

Degree: 2013, University of Illinois – Chicago

 Previous research has shown that the expectation of a particular literary genre (poetry vs. prose) affected how readers construed the meaning of the text as… (more)

Subjects/Keywords: Text Comprehension; Literature; Genre Expectation; Poetry

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

APA (6th Edition):

McCarthy, K. S. (2013). The Role of Genre Expectation in Literary Readers Engagement in Interpretative Literary Reasoning. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9791

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):

McCarthy, Kathryn S. “The Role of Genre Expectation in Literary Readers Engagement in Interpretative Literary Reasoning.” 2013. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/9791.

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

MLA Handbook (7th Edition):

McCarthy, Kathryn S. “The Role of Genre Expectation in Literary Readers Engagement in Interpretative Literary Reasoning.” 2013. Web. 04 Dec 2020.

Vancouver:

McCarthy KS. The Role of Genre Expectation in Literary Readers Engagement in Interpretative Literary Reasoning. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/9791.

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

Council of Science Editors:

McCarthy KS. The Role of Genre Expectation in Literary Readers Engagement in Interpretative Literary Reasoning. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/9791

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


University of Illinois – Chicago

5. Pambuccian, Felix S. Using Resource Depletion to Examine Processing of Familiar and Unfamiliar Metaphors.

Degree: 2017, University of Illinois – Chicago

 An important question in research on metaphor comprehension is whether familiar and unfamiliar metaphors are understood through separate processes. In prior research, the Categorization model… (more)

Subjects/Keywords: Metaphor Processing; Resource Depletion

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

APA (6th Edition):

Pambuccian, F. S. (2017). Using Resource Depletion to Examine Processing of Familiar and Unfamiliar Metaphors. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22061

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):

Pambuccian, Felix S. “Using Resource Depletion to Examine Processing of Familiar and Unfamiliar Metaphors.” 2017. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/22061.

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

MLA Handbook (7th Edition):

Pambuccian, Felix S. “Using Resource Depletion to Examine Processing of Familiar and Unfamiliar Metaphors.” 2017. Web. 04 Dec 2020.

Vancouver:

Pambuccian FS. Using Resource Depletion to Examine Processing of Familiar and Unfamiliar Metaphors. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/22061.

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

Council of Science Editors:

Pambuccian FS. Using Resource Depletion to Examine Processing of Familiar and Unfamiliar Metaphors. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/22061

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


University of Illinois – Chicago

6. Popp, Jacquelynn S. A Case Study of One History Teacher’s Problem Solving in the Context of Collaborative Reflection.

Degree: 2016, University of Illinois – Chicago

 Understanding how teachers identify and address authentic, domain-specific problems of practice on an ongoing basis is fundamental to informing researchers and teacher-educators about how teachers… (more)

Subjects/Keywords: teacher reflection; collaborative reflection; problems of practice; historical inquiry

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

APA (6th Edition):

Popp, J. S. (2016). A Case Study of One History Teacher’s Problem Solving in the Context of Collaborative Reflection. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21601

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):

Popp, Jacquelynn S. “A Case Study of One History Teacher’s Problem Solving in the Context of Collaborative Reflection.” 2016. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21601.

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

MLA Handbook (7th Edition):

Popp, Jacquelynn S. “A Case Study of One History Teacher’s Problem Solving in the Context of Collaborative Reflection.” 2016. Web. 04 Dec 2020.

Vancouver:

Popp JS. A Case Study of One History Teacher’s Problem Solving in the Context of Collaborative Reflection. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21601.

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

Council of Science Editors:

Popp JS. A Case Study of One History Teacher’s Problem Solving in the Context of Collaborative Reflection. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21601

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


University of Illinois – Chicago

7. McCarthy, Kathryn S. The Role of Prior Knowledge in Interpretive Inferences and Reasoning.

Degree: 2016, University of Illinois – Chicago

 Successful literary reading requires not only an understanding of the literal aspects of the text, but also an understanding of the author’s message about the… (more)

Subjects/Keywords: Discourse comprehension; literature; interpretation; cognition

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

APA (6th Edition):

McCarthy, K. S. (2016). The Role of Prior Knowledge in Interpretive Inferences and Reasoning. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21623

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):

McCarthy, Kathryn S. “The Role of Prior Knowledge in Interpretive Inferences and Reasoning.” 2016. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21623.

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

MLA Handbook (7th Edition):

McCarthy, Kathryn S. “The Role of Prior Knowledge in Interpretive Inferences and Reasoning.” 2016. Web. 04 Dec 2020.

Vancouver:

McCarthy KS. The Role of Prior Knowledge in Interpretive Inferences and Reasoning. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21623.

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

Council of Science Editors:

McCarthy KS. The Role of Prior Knowledge in Interpretive Inferences and Reasoning. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21623

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


University of Illinois – Chicago

8. James, Katherine M. Supporting Productive Sense-Making in Text-Based Explanatory Modeling.

Degree: 2018, University of Illinois – Chicago

 The current study examined text-based inquiry for purposes of constructing an explanatory model of a biological phenomenon. Ninth-grade students were randomly assigned to one of… (more)

Subjects/Keywords: Text-Based Explanatory Modeling; Science Literacy

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

APA (6th Edition):

James, K. M. (2018). Supporting Productive Sense-Making in Text-Based Explanatory Modeling. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22709

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):

James, Katherine M. “Supporting Productive Sense-Making in Text-Based Explanatory Modeling.” 2018. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/22709.

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

MLA Handbook (7th Edition):

James, Katherine M. “Supporting Productive Sense-Making in Text-Based Explanatory Modeling.” 2018. Web. 04 Dec 2020.

Vancouver:

James KM. Supporting Productive Sense-Making in Text-Based Explanatory Modeling. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/22709.

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

Council of Science Editors:

James KM. Supporting Productive Sense-Making in Text-Based Explanatory Modeling. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/22709

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


University of Illinois – Chicago

9. Hall, Allison H. Variations in Approach to Literary Reasoning Among High School Students.

Degree: 2018, University of Illinois – Chicago

 The current study investigated student learning across time in the context of instruction designed to build knowledge, skills, and practices around literary reasoning in an… (more)

Subjects/Keywords: adolescent literacy; literary reading and reasoning; case study methodology

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

APA (6th Edition):

Hall, A. H. (2018). Variations in Approach to Literary Reasoning Among High School Students. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23335

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):

Hall, Allison H. “Variations in Approach to Literary Reasoning Among High School Students.” 2018. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/23335.

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

MLA Handbook (7th Edition):

Hall, Allison H. “Variations in Approach to Literary Reasoning Among High School Students.” 2018. Web. 04 Dec 2020.

Vancouver:

Hall AH. Variations in Approach to Literary Reasoning Among High School Students. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/23335.

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

Council of Science Editors:

Hall AH. Variations in Approach to Literary Reasoning Among High School Students. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/23335

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


University of Illinois – Chicago

10. Hospelhorn, Emma. Embodied, Representational, and Distributed Learning Practices in a Professional String Quartet.

Degree: 2017, University of Illinois – Chicago

 This case study of a string quartet in rehearsal uses a distributed and embodied framework to track learning trajectories across talk, non-sound-producing gestures of the… (more)

Subjects/Keywords: distributed cognition; gesture analysis; spatial cognition; embodied learning; musical discourse; representation; musical gesture

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

APA (6th Edition):

Hospelhorn, E. (2017). Embodied, Representational, and Distributed Learning Practices in a Professional String Quartet. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21867

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):

Hospelhorn, Emma. “Embodied, Representational, and Distributed Learning Practices in a Professional String Quartet.” 2017. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21867.

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

MLA Handbook (7th Edition):

Hospelhorn, Emma. “Embodied, Representational, and Distributed Learning Practices in a Professional String Quartet.” 2017. Web. 04 Dec 2020.

Vancouver:

Hospelhorn E. Embodied, Representational, and Distributed Learning Practices in a Professional String Quartet. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21867.

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

Council of Science Editors:

Hospelhorn E. Embodied, Representational, and Distributed Learning Practices in a Professional String Quartet. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21867

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


University of Illinois – Chicago

11. Campbell, Spencer. Are Figurative Tropes Unique? An Eye Tracking Comparison of Metaphors, Similes, and Idioms.

Degree: 2017, University of Illinois – Chicago

 Many models of figurative language processing have been proposed that emphasize the uniqueness of a given trope. Because of this, more efforts have been made… (more)

Subjects/Keywords: Figurative language; eye-tracking; metaphor; simile; idiom

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APA (6th Edition):

Campbell, S. (2017). Are Figurative Tropes Unique? An Eye Tracking Comparison of Metaphors, Similes, and Idioms. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22134

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):

Campbell, Spencer. “Are Figurative Tropes Unique? An Eye Tracking Comparison of Metaphors, Similes, and Idioms.” 2017. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/22134.

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

MLA Handbook (7th Edition):

Campbell, Spencer. “Are Figurative Tropes Unique? An Eye Tracking Comparison of Metaphors, Similes, and Idioms.” 2017. Web. 04 Dec 2020.

Vancouver:

Campbell S. Are Figurative Tropes Unique? An Eye Tracking Comparison of Metaphors, Similes, and Idioms. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/22134.

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

Council of Science Editors:

Campbell S. Are Figurative Tropes Unique? An Eye Tracking Comparison of Metaphors, Similes, and Idioms. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/22134

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


University of Illinois – Chicago

12. Buffington, Joshua. The Reliability and Validity of Procedural Memory Assessments Used in Second Language Learning.

Degree: 2018, University of Illinois – Chicago

 Previous research provides evidence for a role of domain-general cognitive constructs, such as attention and working memory, in second language (L2) acquisition. Evidence is also… (more)

Subjects/Keywords: procedural memory; second language acquisition; reliability; validity

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APA (6th Edition):

Buffington, J. (2018). The Reliability and Validity of Procedural Memory Assessments Used in Second Language Learning. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23341

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):

Buffington, Joshua. “The Reliability and Validity of Procedural Memory Assessments Used in Second Language Learning.” 2018. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/23341.

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

MLA Handbook (7th Edition):

Buffington, Joshua. “The Reliability and Validity of Procedural Memory Assessments Used in Second Language Learning.” 2018. Web. 04 Dec 2020.

Vancouver:

Buffington J. The Reliability and Validity of Procedural Memory Assessments Used in Second Language Learning. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/23341.

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

Council of Science Editors:

Buffington J. The Reliability and Validity of Procedural Memory Assessments Used in Second Language Learning. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/23341

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


University of Illinois – Chicago

13. Sullivan, Mary P. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.

Degree: 2016, University of Illinois – Chicago

 Professional development (PD) is critical to educational change (Taylor, Raphael, & Au, 2011) and teachers mediate that change. Teacher interpretation during PD has the potential… (more)

Subjects/Keywords: Teacher Education; Professional Development; Teacher Interpretation

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APA (6th Edition):

Sullivan, M. P. (2016). How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21527

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):

Sullivan, Mary P. “How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.” 2016. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21527.

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

MLA Handbook (7th Edition):

Sullivan, Mary P. “How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice.” 2016. Web. 04 Dec 2020.

Vancouver:

Sullivan MP. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21527.

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

Council of Science Editors:

Sullivan MP. How One Teacher Forms Interpretations During Professional Development and Implements Actions in Practice. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21527

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


University of Illinois – Chicago

14. Roberts, Jessica A. Connecting Visitors to Data: Exploring Tools for Mediating Learning Talk at an Interactive Museum Exhibit.

Degree: 2016, University of Illinois – Chicago

 As museum educators and designers seek ways to present complex data to visitors through interactive technologies, research efforts need to address the challenges unique to… (more)

Subjects/Keywords: informal learning; interaction design; embodied interaction; data visualization; museums; perspective taking

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APA (6th Edition):

Roberts, J. A. (2016). Connecting Visitors to Data: Exploring Tools for Mediating Learning Talk at an Interactive Museum Exhibit. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21598

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):

Roberts, Jessica A. “Connecting Visitors to Data: Exploring Tools for Mediating Learning Talk at an Interactive Museum Exhibit.” 2016. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21598.

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

MLA Handbook (7th Edition):

Roberts, Jessica A. “Connecting Visitors to Data: Exploring Tools for Mediating Learning Talk at an Interactive Museum Exhibit.” 2016. Web. 04 Dec 2020.

Vancouver:

Roberts JA. Connecting Visitors to Data: Exploring Tools for Mediating Learning Talk at an Interactive Museum Exhibit. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21598.

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

Council of Science Editors:

Roberts JA. Connecting Visitors to Data: Exploring Tools for Mediating Learning Talk at an Interactive Museum Exhibit. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21598

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


University of Illinois – Chicago

15. Harsley, Rachel E. Supporting Effective Collaborative Learning in a Computer Science Intelligent Tutoring System.

Degree: 2017, University of Illinois – Chicago

 The standard paradigm of an Intelligent Tutoring System (ITS) exclusively affords one-on- one learning between a student and a computer tutor. However, the benefits of… (more)

Subjects/Keywords: Collaborative Intelligent Tutoring System; Intelligent Tutoring System; Feedback; Pair Programming; Collaboration; Data Structures; CS1; CS2; Dialogue-based Initiative; Entrainment; Group Cognition; Knowledge Convergence

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

APA (6th Edition):

Harsley, R. E. (2017). Supporting Effective Collaborative Learning in a Computer Science Intelligent Tutoring System. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21770

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):

Harsley, Rachel E. “Supporting Effective Collaborative Learning in a Computer Science Intelligent Tutoring System.” 2017. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/21770.

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

MLA Handbook (7th Edition):

Harsley, Rachel E. “Supporting Effective Collaborative Learning in a Computer Science Intelligent Tutoring System.” 2017. Web. 04 Dec 2020.

Vancouver:

Harsley RE. Supporting Effective Collaborative Learning in a Computer Science Intelligent Tutoring System. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/21770.

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

Council of Science Editors:

Harsley RE. Supporting Effective Collaborative Learning in a Computer Science Intelligent Tutoring System. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21770

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

16. Campbell, Spencer J. Evaluating the Career of Metaphor and Categorization Models of Metaphor Processing: An Eye-Tracking Study.

Degree: 2014, University of Illinois – Chicago

 The Categorization and Career of Metaphor models of metaphor processing were examined using an eye-tracking methodology. Participants read short passages that provided either a strong… (more)

Subjects/Keywords: metaphor; text comprehension; eye tracking; figurative language

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

APA (6th Edition):

Campbell, S. J. (2014). Evaluating the Career of Metaphor and Categorization Models of Metaphor Processing: An Eye-Tracking Study. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/18846

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):

Campbell, Spencer J. “Evaluating the Career of Metaphor and Categorization Models of Metaphor Processing: An Eye-Tracking Study.” 2014. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/18846.

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

MLA Handbook (7th Edition):

Campbell, Spencer J. “Evaluating the Career of Metaphor and Categorization Models of Metaphor Processing: An Eye-Tracking Study.” 2014. Web. 04 Dec 2020.

Vancouver:

Campbell SJ. Evaluating the Career of Metaphor and Categorization Models of Metaphor Processing: An Eye-Tracking Study. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/18846.

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

Council of Science Editors:

Campbell SJ. Evaluating the Career of Metaphor and Categorization Models of Metaphor Processing: An Eye-Tracking Study. [Thesis]. University of Illinois – Chicago; 2014. Available from: http://hdl.handle.net/10027/18846

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

17. Dietz, Kevin D. Creating Mappings When Learning From Multiple Representations: The Role of Self-Generation.

Degree: 2013, University of Illinois – Chicago

 Students are often able to learn a concept effectively if it is presented in multiple formats and they map common elements across the representations (Ainsworth,… (more)

Subjects/Keywords: learning from multiple representations; worked examples; self-explanation; multiple representations; probability theory

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APA (6th Edition):

Dietz, K. D. (2013). Creating Mappings When Learning From Multiple Representations: The Role of Self-Generation. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9715

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):

Dietz, Kevin D. “Creating Mappings When Learning From Multiple Representations: The Role of Self-Generation.” 2013. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/9715.

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

MLA Handbook (7th Edition):

Dietz, Kevin D. “Creating Mappings When Learning From Multiple Representations: The Role of Self-Generation.” 2013. Web. 04 Dec 2020.

Vancouver:

Dietz KD. Creating Mappings When Learning From Multiple Representations: The Role of Self-Generation. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/9715.

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

Council of Science Editors:

Dietz KD. Creating Mappings When Learning From Multiple Representations: The Role of Self-Generation. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/9715

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

18. Salas, Carlos R. Predicting Information Use from Belief-Bases.

Degree: 2013, University of Illinois – Chicago

 Holding particular beliefs can yield various perceived consequences with a strong positive or negative valence. Such valence is presumed to reflect the subjectively experienced affect… (more)

Subjects/Keywords: Belief Formation; Belief-Bases; Thinking Dispositions; Affect; Multiple-Documents Inquiry Tasks

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

APA (6th Edition):

Salas, C. R. (2013). Predicting Information Use from Belief-Bases. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/10255

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):

Salas, Carlos R. “Predicting Information Use from Belief-Bases.” 2013. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/10255.

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

MLA Handbook (7th Edition):

Salas, Carlos R. “Predicting Information Use from Belief-Bases.” 2013. Web. 04 Dec 2020.

Vancouver:

Salas CR. Predicting Information Use from Belief-Bases. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/10255.

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

Council of Science Editors:

Salas CR. Predicting Information Use from Belief-Bases. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/10255

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

19. Power, Peggy A. An Examination of the Social Networks of Children with Autism in the Inclusive Classroom.

Degree: 2013, University of Illinois – Chicago

 ABSTRACT POWER, PEGGY ANN. Examining the Social Networks of Children with Autism in Inclusive Classroom Settings. (Under the direction of Rick Van Acker). Including children… (more)

Subjects/Keywords: autism; social networks; friendship; social inclusion; socio-cognitive accuracy; peer nomination; social competence; inclusion; social skills; social cognitive mapping

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

APA (6th Edition):

Power, P. A. (2013). An Examination of the Social Networks of Children with Autism in the Inclusive Classroom. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9757

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):

Power, Peggy A. “An Examination of the Social Networks of Children with Autism in the Inclusive Classroom.” 2013. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/9757.

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

MLA Handbook (7th Edition):

Power, Peggy A. “An Examination of the Social Networks of Children with Autism in the Inclusive Classroom.” 2013. Web. 04 Dec 2020.

Vancouver:

Power PA. An Examination of the Social Networks of Children with Autism in the Inclusive Classroom. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/9757.

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

Council of Science Editors:

Power PA. An Examination of the Social Networks of Children with Autism in the Inclusive Classroom. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/9757

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

20. Ryan, Stephanie. Student Ratio Use and Understanding of Molarity Concepts Within Solutions Chemistry.

Degree: 2012, University of Illinois – Chicago

 This dissertation presents results and conclusions about student ratio use and understanding of molarity concepts within solutions chemistry. Data were collected using a structured interview… (more)

Subjects/Keywords: intensive quantities; Chemistry Education; concentration; proportional reasoning; transfer tasks; Learning Sciences; molarity; solutions chemistry

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

APA (6th Edition):

Ryan, S. (2012). Student Ratio Use and Understanding of Molarity Concepts Within Solutions Chemistry. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9084

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):

Ryan, Stephanie. “Student Ratio Use and Understanding of Molarity Concepts Within Solutions Chemistry.” 2012. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/9084.

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

MLA Handbook (7th Edition):

Ryan, Stephanie. “Student Ratio Use and Understanding of Molarity Concepts Within Solutions Chemistry.” 2012. Web. 04 Dec 2020.

Vancouver:

Ryan S. Student Ratio Use and Understanding of Molarity Concepts Within Solutions Chemistry. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/9084.

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

Council of Science Editors:

Ryan S. Student Ratio Use and Understanding of Molarity Concepts Within Solutions Chemistry. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/9084

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

21. Canty, Reality S. Interpreting Functions of One-Dimensional Kinematics.

Degree: 2014, University of Illinois – Chicago

 The present work examined several factors related to interpreting graphical representations of motion concepts. Since the seminal work of Larkin and Simon (1987), cognitive research… (more)

Subjects/Keywords: Diagrammatic Representation and Reasoning; Judgment; Decision-Making; Physics; Graphs

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

APA (6th Edition):

Canty, R. S. (2014). Interpreting Functions of One-Dimensional Kinematics. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/18828

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):

Canty, Reality S. “Interpreting Functions of One-Dimensional Kinematics.” 2014. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/18828.

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

MLA Handbook (7th Edition):

Canty, Reality S. “Interpreting Functions of One-Dimensional Kinematics.” 2014. Web. 04 Dec 2020.

Vancouver:

Canty RS. Interpreting Functions of One-Dimensional Kinematics. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/18828.

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

Council of Science Editors:

Canty RS. Interpreting Functions of One-Dimensional Kinematics. [Thesis]. University of Illinois – Chicago; 2014. Available from: http://hdl.handle.net/10027/18828

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

22. Bovee, Joanna C. The Role of Executive Control in Bilingual Lexical Access.

Degree: 2014, University of Illinois – Chicago

 The purpose of the current study was to investigate the role of executive control components during bilingual lexical retrieval (i.e., word retrieval). Executive control components… (more)

Subjects/Keywords: bilingualism; executive control, lexical access, second language learners

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

APA (6th Edition):

Bovee, J. C. (2014). The Role of Executive Control in Bilingual Lexical Access. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/18982

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):

Bovee, Joanna C. “The Role of Executive Control in Bilingual Lexical Access.” 2014. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/18982.

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

MLA Handbook (7th Edition):

Bovee, Joanna C. “The Role of Executive Control in Bilingual Lexical Access.” 2014. Web. 04 Dec 2020.

Vancouver:

Bovee JC. The Role of Executive Control in Bilingual Lexical Access. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/18982.

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

Council of Science Editors:

Bovee JC. The Role of Executive Control in Bilingual Lexical Access. [Thesis]. University of Illinois – Chicago; 2014. Available from: http://hdl.handle.net/10027/18982

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

.