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You searched for subject:(Adults learning). Showing records 1 – 30 of 162 total matches.

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University of Debrecen

1. Szűcs, Noémi. The Importance of Age on Foreign Language Learning Strategies .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 The most frequently mentioned considerations in the literature are as follows: the language aptitude of learners (their innate ability to acquire a language); motivation (whether… (more)

Subjects/Keywords: learning strategy; adolescents; adults

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APA (6th Edition):

Szűcs, N. (2013). The Importance of Age on Foreign Language Learning Strategies . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/157472

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):

Szűcs, Noémi. “The Importance of Age on Foreign Language Learning Strategies .” 2013. Thesis, University of Debrecen. Accessed August 17, 2019. http://hdl.handle.net/2437/157472.

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

MLA Handbook (7th Edition):

Szűcs, Noémi. “The Importance of Age on Foreign Language Learning Strategies .” 2013. Web. 17 Aug 2019.

Vancouver:

Szűcs N. The Importance of Age on Foreign Language Learning Strategies . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/2437/157472.

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

Council of Science Editors:

Szűcs N. The Importance of Age on Foreign Language Learning Strategies . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/157472

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


University of Edinburgh

2. Crichton, Calum. Investigating and comparing the magnitude of syntactic priming effects between young children and adults.

Degree: 2013, University of Edinburgh

 A tendency for people to repeat the same sentence structure as they have just heard, known as syntactic priming, has been shown separately in both… (more)

Subjects/Keywords: Syntactic; Priming; Adults; Children; Comparing; Implicit Learning

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APA (6th Edition):

Crichton, C. (2013). Investigating and comparing the magnitude of syntactic priming effects between young children and adults. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8696

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):

Crichton, Calum. “Investigating and comparing the magnitude of syntactic priming effects between young children and adults.” 2013. Thesis, University of Edinburgh. Accessed August 17, 2019. http://hdl.handle.net/1842/8696.

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

MLA Handbook (7th Edition):

Crichton, Calum. “Investigating and comparing the magnitude of syntactic priming effects between young children and adults.” 2013. Web. 17 Aug 2019.

Vancouver:

Crichton C. Investigating and comparing the magnitude of syntactic priming effects between young children and adults. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/1842/8696.

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

Council of Science Editors:

Crichton C. Investigating and comparing the magnitude of syntactic priming effects between young children and adults. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8696

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


University of California – Berkeley

3. Rinsky, Jenna Rebecca. Comorbid Learning Disorders in Girls with ADHD: Longitudinal Course and Functional Outcomes in Young Adulthood.

Degree: Psychology, 2012, University of California – Berkeley

 There is an increased prevalence of learning disorders (LD) in children with attention-deficit/ hyperactivity disorder (ADHD) as compared to normative rates. Yet little is known… (more)

Subjects/Keywords: Psychology; ADHD; Learning disorders; Longitudinal; Young adults

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APA (6th Edition):

Rinsky, J. R. (2012). Comorbid Learning Disorders in Girls with ADHD: Longitudinal Course and Functional Outcomes in Young Adulthood. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9p0314p9

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):

Rinsky, Jenna Rebecca. “Comorbid Learning Disorders in Girls with ADHD: Longitudinal Course and Functional Outcomes in Young Adulthood.” 2012. Thesis, University of California – Berkeley. Accessed August 17, 2019. http://www.escholarship.org/uc/item/9p0314p9.

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

MLA Handbook (7th Edition):

Rinsky, Jenna Rebecca. “Comorbid Learning Disorders in Girls with ADHD: Longitudinal Course and Functional Outcomes in Young Adulthood.” 2012. Web. 17 Aug 2019.

Vancouver:

Rinsky JR. Comorbid Learning Disorders in Girls with ADHD: Longitudinal Course and Functional Outcomes in Young Adulthood. [Internet] [Thesis]. University of California – Berkeley; 2012. [cited 2019 Aug 17]. Available from: http://www.escholarship.org/uc/item/9p0314p9.

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

Council of Science Editors:

Rinsky JR. Comorbid Learning Disorders in Girls with ADHD: Longitudinal Course and Functional Outcomes in Young Adulthood. [Thesis]. University of California – Berkeley; 2012. Available from: http://www.escholarship.org/uc/item/9p0314p9

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


Youngstown State University

4. Balog, Nicole Lynn, Balog. Older Adults and Successful Aging: The Effects of Lifelong Learning.

Degree: MAin Gerontology, Department of Sociology, Anthropology and Gerontology, 2018, Youngstown State University

Learning is a lifelong process and is viewed as having positive influences on multiple facets of a person. It is important to understand how a… (more)

Subjects/Keywords: Gerontology; older adults; successful aging; lifelong learning

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APA (6th Edition):

Balog, Nicole Lynn, B. (2018). Older Adults and Successful Aging: The Effects of Lifelong Learning. (Masters Thesis). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1527019677357409

Chicago Manual of Style (16th Edition):

Balog, Nicole Lynn, Balog. “Older Adults and Successful Aging: The Effects of Lifelong Learning.” 2018. Masters Thesis, Youngstown State University. Accessed August 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1527019677357409.

MLA Handbook (7th Edition):

Balog, Nicole Lynn, Balog. “Older Adults and Successful Aging: The Effects of Lifelong Learning.” 2018. Web. 17 Aug 2019.

Vancouver:

Balog, Nicole Lynn B. Older Adults and Successful Aging: The Effects of Lifelong Learning. [Internet] [Masters thesis]. Youngstown State University; 2018. [cited 2019 Aug 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1527019677357409.

Council of Science Editors:

Balog, Nicole Lynn B. Older Adults and Successful Aging: The Effects of Lifelong Learning. [Masters Thesis]. Youngstown State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1527019677357409


Queens University

5. Daiken, Candice. The Voices of Young Adults With Learning Disabilities: Their Perceptions of Elementary and Secondary Schooling .

Degree: Education, 2012, Queens University

 The classroom is a space in which students can participate in both academic and social experiences. Perceptions of school held by students with learning disabilities… (more)

Subjects/Keywords: Learning Disabilities; Young Adults; Special Education

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APA (6th Edition):

Daiken, C. (2012). The Voices of Young Adults With Learning Disabilities: Their Perceptions of Elementary and Secondary Schooling . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/7368

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):

Daiken, Candice. “The Voices of Young Adults With Learning Disabilities: Their Perceptions of Elementary and Secondary Schooling .” 2012. Thesis, Queens University. Accessed August 17, 2019. http://hdl.handle.net/1974/7368.

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

MLA Handbook (7th Edition):

Daiken, Candice. “The Voices of Young Adults With Learning Disabilities: Their Perceptions of Elementary and Secondary Schooling .” 2012. Web. 17 Aug 2019.

Vancouver:

Daiken C. The Voices of Young Adults With Learning Disabilities: Their Perceptions of Elementary and Secondary Schooling . [Internet] [Thesis]. Queens University; 2012. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/1974/7368.

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

Council of Science Editors:

Daiken C. The Voices of Young Adults With Learning Disabilities: Their Perceptions of Elementary and Secondary Schooling . [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/7368

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


University of Florida

6. Baweja, Harsimran Singh. Amount of Visual Feedback and Movement Control and Learning in Older Adults.

Degree: PhD, Health and Human Performance - Applied Physiology and Kinesiology, 2012, University of Florida

 Thepurpose of this dissertation was to investigate the factors that influence practiceinduced adaptations in young and older adults and the use of visual feedback tofacilitate… (more)

Subjects/Keywords: Agonists; Ankle; Electromyography; Learning; Motor ability; Older adults; Signals; Visual information; Visual learning; Young adults; aging  – emg  – learning  – movement  – variability  – vision

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APA (6th Edition):

Baweja, H. S. (2012). Amount of Visual Feedback and Movement Control and Learning in Older Adults. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0044564

Chicago Manual of Style (16th Edition):

Baweja, Harsimran Singh. “Amount of Visual Feedback and Movement Control and Learning in Older Adults.” 2012. Doctoral Dissertation, University of Florida. Accessed August 17, 2019. http://ufdc.ufl.edu/UFE0044564.

MLA Handbook (7th Edition):

Baweja, Harsimran Singh. “Amount of Visual Feedback and Movement Control and Learning in Older Adults.” 2012. Web. 17 Aug 2019.

Vancouver:

Baweja HS. Amount of Visual Feedback and Movement Control and Learning in Older Adults. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Aug 17]. Available from: http://ufdc.ufl.edu/UFE0044564.

Council of Science Editors:

Baweja HS. Amount of Visual Feedback and Movement Control and Learning in Older Adults. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0044564


NSYSU

7. Chiang, Yin-Hui. An Investigation of Learning Styles and Elders' Use in Information Communication and Technology.

Degree: Master, Education, 2010, NSYSU

 This study aimed to realize the relationship between learning styles and use of information communication and technologies (ICTs) of older adults in Taiwan, specifically how… (more)

Subjects/Keywords: older adults; elder learning; learning style; use of ICT

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APA (6th Edition):

Chiang, Y. (2010). An Investigation of Learning Styles and Elders' Use in Information Communication and Technology. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0125110-103922

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):

Chiang, Yin-Hui. “An Investigation of Learning Styles and Elders' Use in Information Communication and Technology.” 2010. Thesis, NSYSU. Accessed August 17, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0125110-103922.

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

MLA Handbook (7th Edition):

Chiang, Yin-Hui. “An Investigation of Learning Styles and Elders' Use in Information Communication and Technology.” 2010. Web. 17 Aug 2019.

Vancouver:

Chiang Y. An Investigation of Learning Styles and Elders' Use in Information Communication and Technology. [Internet] [Thesis]. NSYSU; 2010. [cited 2019 Aug 17]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0125110-103922.

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

Council of Science Editors:

Chiang Y. An Investigation of Learning Styles and Elders' Use in Information Communication and Technology. [Thesis]. NSYSU; 2010. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0125110-103922

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


University of Manitoba

8. Duna, Kayla. Auditory and visual cues in sequence learning: comparing typically developing children and adults.

Degree: Kinesiology and Recreation Management, 2016, University of Manitoba

 One of the many ways learning can be achieved is through implicit learning. The current study explored the effect of vision and the combination of… (more)

Subjects/Keywords: Auditory; Visual; Children; Adults; Implicit learning; Sequence learning

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APA (6th Edition):

Duna, K. (2016). Auditory and visual cues in sequence learning: comparing typically developing children and adults. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/31756

Chicago Manual of Style (16th Edition):

Duna, Kayla. “Auditory and visual cues in sequence learning: comparing typically developing children and adults.” 2016. Masters Thesis, University of Manitoba. Accessed August 17, 2019. http://hdl.handle.net/1993/31756.

MLA Handbook (7th Edition):

Duna, Kayla. “Auditory and visual cues in sequence learning: comparing typically developing children and adults.” 2016. Web. 17 Aug 2019.

Vancouver:

Duna K. Auditory and visual cues in sequence learning: comparing typically developing children and adults. [Internet] [Masters thesis]. University of Manitoba; 2016. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/1993/31756.

Council of Science Editors:

Duna K. Auditory and visual cues in sequence learning: comparing typically developing children and adults. [Masters Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/31756


University of Sydney

9. Dickison, Philippa Ruth. Innovation in undergraduate dermatology education using online technology .

Degree: 2019, University of Sydney

 Dermatology is poorly taught to medical students despite the fact it represents up to 20% of presentations to primary care. This has meant that junior… (more)

Subjects/Keywords: dermatology pedagogy; smartphone; elearning; adults learning; mobile learning

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APA (6th Edition):

Dickison, P. R. (2019). Innovation in undergraduate dermatology education using online technology . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/20823

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):

Dickison, Philippa Ruth. “Innovation in undergraduate dermatology education using online technology .” 2019. Thesis, University of Sydney. Accessed August 17, 2019. http://hdl.handle.net/2123/20823.

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

MLA Handbook (7th Edition):

Dickison, Philippa Ruth. “Innovation in undergraduate dermatology education using online technology .” 2019. Web. 17 Aug 2019.

Vancouver:

Dickison PR. Innovation in undergraduate dermatology education using online technology . [Internet] [Thesis]. University of Sydney; 2019. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/2123/20823.

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

Council of Science Editors:

Dickison PR. Innovation in undergraduate dermatology education using online technology . [Thesis]. University of Sydney; 2019. Available from: http://hdl.handle.net/2123/20823

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


Brock University

10. Carter, Michael J. Effects of age on learning a spatial motor task in younger and older adults individualizing their knowledge of results schedule .

Degree: Applied Health Sciences Program, 2011, Brock University

 Self-controlled KR practice has revealed that providing participants the opportunity to control their KR is superior for motor learning compared to participants replicating the KR… (more)

Subjects/Keywords: self-control; knowledge of results (KR); younger adults; older adults; motor learning

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APA (6th Edition):

Carter, M. J. (2011). Effects of age on learning a spatial motor task in younger and older adults individualizing their knowledge of results schedule . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/3133

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):

Carter, Michael J. “Effects of age on learning a spatial motor task in younger and older adults individualizing their knowledge of results schedule .” 2011. Thesis, Brock University. Accessed August 17, 2019. http://hdl.handle.net/10464/3133.

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

MLA Handbook (7th Edition):

Carter, Michael J. “Effects of age on learning a spatial motor task in younger and older adults individualizing their knowledge of results schedule .” 2011. Web. 17 Aug 2019.

Vancouver:

Carter MJ. Effects of age on learning a spatial motor task in younger and older adults individualizing their knowledge of results schedule . [Internet] [Thesis]. Brock University; 2011. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10464/3133.

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

Council of Science Editors:

Carter MJ. Effects of age on learning a spatial motor task in younger and older adults individualizing their knowledge of results schedule . [Thesis]. Brock University; 2011. Available from: http://hdl.handle.net/10464/3133

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

11. Brown, Rosemary. Teaching adults with learning difficulties : a Rogerian approach.

Degree: PhD, 2001, University of Derby

 This thesis uses an evaluation of a course based on a Rogerian approach to education to challenge the efficacy of the normative/behaviourist approach, which has… (more)

Subjects/Keywords: 370; Teaching adults : Adults with learning difficulties : Learning difficulties

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APA (6th Edition):

Brown, R. (2001). Teaching adults with learning difficulties : a Rogerian approach. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/283396

Chicago Manual of Style (16th Edition):

Brown, Rosemary. “Teaching adults with learning difficulties : a Rogerian approach.” 2001. Doctoral Dissertation, University of Derby. Accessed August 17, 2019. http://hdl.handle.net/10545/283396.

MLA Handbook (7th Edition):

Brown, Rosemary. “Teaching adults with learning difficulties : a Rogerian approach.” 2001. Web. 17 Aug 2019.

Vancouver:

Brown R. Teaching adults with learning difficulties : a Rogerian approach. [Internet] [Doctoral dissertation]. University of Derby; 2001. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10545/283396.

Council of Science Editors:

Brown R. Teaching adults with learning difficulties : a Rogerian approach. [Doctoral Dissertation]. University of Derby; 2001. Available from: http://hdl.handle.net/10545/283396


Vilnius Pedagogical University

12. Malinauskaitė, Ineta. Suaugusiųjų mokymosi visą gyvenimą realizavimo poreikis Zarasų rajone.

Degree: Master, Educology, 2008, Vilnius Pedagogical University

Šalies ekonomikos augimas skatina persikvalifikuoti, įgyti naujas profesijas bei teigiamai nuteikia darbdavių požiūrį į mokymąsi. Didžiausios valstybės lėšos investuojamos į žinių visuomenę, konkurencingą ekonomiką ir… (more)

Subjects/Keywords: Suaugusiųjų mokymasis; Suaugusiųjų mokymasis visą gyvenimą; Mokymasis Zarasų rajone; Adults education; Adults life-long lasting learning; Learning im Zarasai region

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APA (6th Edition):

Malinauskaitė, Ineta. (2008). Suaugusiųjų mokymosi visą gyvenimą realizavimo poreikis Zarasų rajone. (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_175020-71644 ;

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

Chicago Manual of Style (16th Edition):

Malinauskaitė, Ineta. “Suaugusiųjų mokymosi visą gyvenimą realizavimo poreikis Zarasų rajone.” 2008. Masters Thesis, Vilnius Pedagogical University. Accessed August 17, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_175020-71644 ;.

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

MLA Handbook (7th Edition):

Malinauskaitė, Ineta. “Suaugusiųjų mokymosi visą gyvenimą realizavimo poreikis Zarasų rajone.” 2008. Web. 17 Aug 2019.

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

Vancouver:

Malinauskaitė, Ineta. Suaugusiųjų mokymosi visą gyvenimą realizavimo poreikis Zarasų rajone. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2008. [cited 2019 Aug 17]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_175020-71644 ;.

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

Council of Science Editors:

Malinauskaitė, Ineta. Suaugusiųjų mokymosi visą gyvenimą realizavimo poreikis Zarasų rajone. [Masters Thesis]. Vilnius Pedagogical University; 2008. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_175020-71644 ;

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


Georgia State University

13. Funes, Cynthia. Assessing Learning Strategy Use in English- and Spanish-Speaking Older Adults During Verbal Learning Tests.

Degree: PhD, Psychology, 2015, Georgia State University

  This study investigated learning and memory performance similarities and differences between healthy, Spanish-speaking older adults of Hispanic/Latino descent and English-speaking Caucasian older adults. It… (more)

Subjects/Keywords: Memory assessment; verbal learning; aging; older adults; Hispanic; Latinos

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APA (6th Edition):

Funes, C. (2015). Assessing Learning Strategy Use in English- and Spanish-Speaking Older Adults During Verbal Learning Tests. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_diss/140

Chicago Manual of Style (16th Edition):

Funes, Cynthia. “Assessing Learning Strategy Use in English- and Spanish-Speaking Older Adults During Verbal Learning Tests.” 2015. Doctoral Dissertation, Georgia State University. Accessed August 17, 2019. https://scholarworks.gsu.edu/psych_diss/140.

MLA Handbook (7th Edition):

Funes, Cynthia. “Assessing Learning Strategy Use in English- and Spanish-Speaking Older Adults During Verbal Learning Tests.” 2015. Web. 17 Aug 2019.

Vancouver:

Funes C. Assessing Learning Strategy Use in English- and Spanish-Speaking Older Adults During Verbal Learning Tests. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2019 Aug 17]. Available from: https://scholarworks.gsu.edu/psych_diss/140.

Council of Science Editors:

Funes C. Assessing Learning Strategy Use in English- and Spanish-Speaking Older Adults During Verbal Learning Tests. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/psych_diss/140


Southern Illinois University

14. Seefeldt, Dawn Amber. Evaluation of Equivalence Relations: Models of Assessment and Best Practice.

Degree: PhD, Rehabilitation, 2015, Southern Illinois University

  Due to changing age demographics in the United States, by 2050, an estimated 62.1 Americans will be over the age of 65 and the… (more)

Subjects/Keywords: cognitive assessment; functional assessment; learning; memory; older adults; stimulus equivalence

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APA (6th Edition):

Seefeldt, D. A. (2015). Evaluation of Equivalence Relations: Models of Assessment and Best Practice. (Doctoral Dissertation). Southern Illinois University. Retrieved from http://opensiuc.lib.siu.edu/dissertations/1219

Chicago Manual of Style (16th Edition):

Seefeldt, Dawn Amber. “Evaluation of Equivalence Relations: Models of Assessment and Best Practice.” 2015. Doctoral Dissertation, Southern Illinois University. Accessed August 17, 2019. http://opensiuc.lib.siu.edu/dissertations/1219.

MLA Handbook (7th Edition):

Seefeldt, Dawn Amber. “Evaluation of Equivalence Relations: Models of Assessment and Best Practice.” 2015. Web. 17 Aug 2019.

Vancouver:

Seefeldt DA. Evaluation of Equivalence Relations: Models of Assessment and Best Practice. [Internet] [Doctoral dissertation]. Southern Illinois University; 2015. [cited 2019 Aug 17]. Available from: http://opensiuc.lib.siu.edu/dissertations/1219.

Council of Science Editors:

Seefeldt DA. Evaluation of Equivalence Relations: Models of Assessment and Best Practice. [Doctoral Dissertation]. Southern Illinois University; 2015. Available from: http://opensiuc.lib.siu.edu/dissertations/1219


Vilnius Pedagogical University

15. Nikitin, Pavel. Informacinių technologijų suaugusiųjų mokymui poreikio tyrimas.

Degree: Master, Informatics, 2008, Vilnius Pedagogical University

Besiplečiant kompiuterinės įrangos galimybėms auga ir kvalifikuotų darbuotojų paklausa bei reikalavimai darbuotojams visame pasaulyje. Retas darbuotojas šiuo metu gali dirbti be kompiuterio ar kompiuterinės technikos… (more)

Subjects/Keywords: Informacinės technologijos; Suaugusiųjų mokymas; Tyrimas; Information technologies; Adults learning; Research

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

APA (6th Edition):

Nikitin, Pavel. (2008). Informacinių technologijų suaugusiųjų mokymui poreikio tyrimas. (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_181125-96426 ;

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

Chicago Manual of Style (16th Edition):

Nikitin, Pavel. “Informacinių technologijų suaugusiųjų mokymui poreikio tyrimas.” 2008. Masters Thesis, Vilnius Pedagogical University. Accessed August 17, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_181125-96426 ;.

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

MLA Handbook (7th Edition):

Nikitin, Pavel. “Informacinių technologijų suaugusiųjų mokymui poreikio tyrimas.” 2008. Web. 17 Aug 2019.

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

Vancouver:

Nikitin, Pavel. Informacinių technologijų suaugusiųjų mokymui poreikio tyrimas. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2008. [cited 2019 Aug 17]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_181125-96426 ;.

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

Council of Science Editors:

Nikitin, Pavel. Informacinių technologijų suaugusiųjų mokymui poreikio tyrimas. [Masters Thesis]. Vilnius Pedagogical University; 2008. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_181125-96426 ;

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


University of the Western Cape

16. Adams-Gardner, Myrtle Grace. Psychosocial barriers to participation in adult learning and education: Applying a psychosocial Interaction model .

Degree: 2018, University of the Western Cape

 Adult learners’ perception of factors that are internal to their perceived control of their lives can be challenging to overcome when making a decision to… (more)

Subjects/Keywords: Participation; Learning; Psycho-social factors; Adults; Adult learners

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

APA (6th Edition):

Adams-Gardner, M. G. (2018). Psychosocial barriers to participation in adult learning and education: Applying a psychosocial Interaction model . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6555

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):

Adams-Gardner, Myrtle Grace. “Psychosocial barriers to participation in adult learning and education: Applying a psychosocial Interaction model .” 2018. Thesis, University of the Western Cape. Accessed August 17, 2019. http://hdl.handle.net/11394/6555.

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

MLA Handbook (7th Edition):

Adams-Gardner, Myrtle Grace. “Psychosocial barriers to participation in adult learning and education: Applying a psychosocial Interaction model .” 2018. Web. 17 Aug 2019.

Vancouver:

Adams-Gardner MG. Psychosocial barriers to participation in adult learning and education: Applying a psychosocial Interaction model . [Internet] [Thesis]. University of the Western Cape; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/11394/6555.

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

Council of Science Editors:

Adams-Gardner MG. Psychosocial barriers to participation in adult learning and education: Applying a psychosocial Interaction model . [Thesis]. University of the Western Cape; 2018. Available from: http://hdl.handle.net/11394/6555

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

17. Gaisita, Rita Isabel Aresta. Prática de ensino supervisionada em educação pré-escolar e 1º ciclo do ensino básico: interações promotoras de aprendizagens de qualidade.

Degree: 2015, Universidade de Évora

 O presente relatório corresponde a uma descrição refletida do trabalho desenvolvido ao longo da Prática de Ensino Supervisionada em Pré-Escolar e em 1.º Ciclo do… (more)

Subjects/Keywords: Interação; Aprendizagem; Desenvolvimento; Crianças; Adultos; Interaction; Learning; Development; Children; Adults

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APA (6th Edition):

Gaisita, R. I. A. (2015). Prática de ensino supervisionada em educação pré-escolar e 1º ciclo do ensino básico: interações promotoras de aprendizagens de qualidade. (Thesis). Universidade de Évora. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14901

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):

Gaisita, Rita Isabel Aresta. “Prática de ensino supervisionada em educação pré-escolar e 1º ciclo do ensino básico: interações promotoras de aprendizagens de qualidade.” 2015. Thesis, Universidade de Évora. Accessed August 17, 2019. https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14901.

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

MLA Handbook (7th Edition):

Gaisita, Rita Isabel Aresta. “Prática de ensino supervisionada em educação pré-escolar e 1º ciclo do ensino básico: interações promotoras de aprendizagens de qualidade.” 2015. Web. 17 Aug 2019.

Vancouver:

Gaisita RIA. Prática de ensino supervisionada em educação pré-escolar e 1º ciclo do ensino básico: interações promotoras de aprendizagens de qualidade. [Internet] [Thesis]. Universidade de Évora; 2015. [cited 2019 Aug 17]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14901.

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

Council of Science Editors:

Gaisita RIA. Prática de ensino supervisionada em educação pré-escolar e 1º ciclo do ensino básico: interações promotoras de aprendizagens de qualidade. [Thesis]. Universidade de Évora; 2015. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14901

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

18. Romano, Jennifer Carmela. Bilingualism, Cognition, and Successful Aging.

Degree: PhD, Psychology, 2009, The Catholic University of America

Degree awarded: Ph.D. Psychology. The Catholic University of America

This dissertation aimed to answer the following questions: (1) Does bilingualism affect performance in an implicit… (more)

Subjects/Keywords: Psychology, Cognitive; aging; bilingualism; executive control; implicit learning; older adults

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

APA (6th Edition):

Romano, J. C. (2009). Bilingualism, Cognition, and Successful Aging. (Doctoral Dissertation). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/9222

Chicago Manual of Style (16th Edition):

Romano, Jennifer Carmela. “Bilingualism, Cognition, and Successful Aging.” 2009. Doctoral Dissertation, The Catholic University of America. Accessed August 17, 2019. http://hdl.handle.net/1961/9222.

MLA Handbook (7th Edition):

Romano, Jennifer Carmela. “Bilingualism, Cognition, and Successful Aging.” 2009. Web. 17 Aug 2019.

Vancouver:

Romano JC. Bilingualism, Cognition, and Successful Aging. [Internet] [Doctoral dissertation]. The Catholic University of America; 2009. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/1961/9222.

Council of Science Editors:

Romano JC. Bilingualism, Cognition, and Successful Aging. [Doctoral Dissertation]. The Catholic University of America; 2009. Available from: http://hdl.handle.net/1961/9222


Universidade do Rio Grande do Sul

19. Ceroni, Denise Costa. Aprender é tudo ! Os significados da aprendizagem e da não aprendizagem de adultos maduros e idosos.

Degree: 2017, Universidade do Rio Grande do Sul

A presente tese versa sobre a aprendizagem e a educação de adultos maduros e idosos, nas perspectivas teóricas de Paulo Freire e Peter Jarvis. Os… (more)

Subjects/Keywords: Learning; Ensino-aprendizagem; Educação de jovens e adultos; Non-learning; Education of Adults; Human Ageing

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APA (6th Edition):

Ceroni, D. C. (2017). Aprender é tudo ! Os significados da aprendizagem e da não aprendizagem de adultos maduros e idosos. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/170333

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):

Ceroni, Denise Costa. “Aprender é tudo ! Os significados da aprendizagem e da não aprendizagem de adultos maduros e idosos.” 2017. Thesis, Universidade do Rio Grande do Sul. Accessed August 17, 2019. http://hdl.handle.net/10183/170333.

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

MLA Handbook (7th Edition):

Ceroni, Denise Costa. “Aprender é tudo ! Os significados da aprendizagem e da não aprendizagem de adultos maduros e idosos.” 2017. Web. 17 Aug 2019.

Vancouver:

Ceroni DC. Aprender é tudo ! Os significados da aprendizagem e da não aprendizagem de adultos maduros e idosos. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2017. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10183/170333.

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

Council of Science Editors:

Ceroni DC. Aprender é tudo ! Os significados da aprendizagem e da não aprendizagem de adultos maduros e idosos. [Thesis]. Universidade do Rio Grande do Sul; 2017. Available from: http://hdl.handle.net/10183/170333

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


East Carolina University

20. Bloemeke, Stephen Vincent. Phenomenological Study of Transformative Learning in Conversion to the Catholic Faith.

Degree: 2017, East Carolina University

 This research explored the phenomenon of learning transformation as it arises in the context of conversion to Catholicism. The theory of transformative learning describes a… (more)

Subjects/Keywords: Transformative Learning; Catholic; Catholicism; Conversion; RCIA; Learning Transformation; Rite of Christian Initiation of Adults

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

APA (6th Edition):

Bloemeke, S. V. (2017). Phenomenological Study of Transformative Learning in Conversion to the Catholic Faith. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/6483

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):

Bloemeke, Stephen Vincent. “Phenomenological Study of Transformative Learning in Conversion to the Catholic Faith.” 2017. Thesis, East Carolina University. Accessed August 17, 2019. http://hdl.handle.net/10342/6483.

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

MLA Handbook (7th Edition):

Bloemeke, Stephen Vincent. “Phenomenological Study of Transformative Learning in Conversion to the Catholic Faith.” 2017. Web. 17 Aug 2019.

Vancouver:

Bloemeke SV. Phenomenological Study of Transformative Learning in Conversion to the Catholic Faith. [Internet] [Thesis]. East Carolina University; 2017. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10342/6483.

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

Council of Science Editors:

Bloemeke SV. Phenomenological Study of Transformative Learning in Conversion to the Catholic Faith. [Thesis]. East Carolina University; 2017. Available from: http://hdl.handle.net/10342/6483

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


Virginia Tech

21. Farrington-Lynch, Valisa. Learning Strategies and Coping Mechanisms of Older Adults with Low-Level Literacy Skills.

Degree: PhD, Adult Learning and Human Resource Development, 2016, Virginia Tech

 Limited literacy remains a prevailing issue among older adult populations. This qualitative study sought to answer the following research questions: How do older adults with… (more)

Subjects/Keywords: Adult Learning; Limited Literacy; Learning Strategies; Social Networking; Adult Learner; Older Adults

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

APA (6th Edition):

Farrington-Lynch, V. (2016). Learning Strategies and Coping Mechanisms of Older Adults with Low-Level Literacy Skills. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/89430

Chicago Manual of Style (16th Edition):

Farrington-Lynch, Valisa. “Learning Strategies and Coping Mechanisms of Older Adults with Low-Level Literacy Skills.” 2016. Doctoral Dissertation, Virginia Tech. Accessed August 17, 2019. http://hdl.handle.net/10919/89430.

MLA Handbook (7th Edition):

Farrington-Lynch, Valisa. “Learning Strategies and Coping Mechanisms of Older Adults with Low-Level Literacy Skills.” 2016. Web. 17 Aug 2019.

Vancouver:

Farrington-Lynch V. Learning Strategies and Coping Mechanisms of Older Adults with Low-Level Literacy Skills. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10919/89430.

Council of Science Editors:

Farrington-Lynch V. Learning Strategies and Coping Mechanisms of Older Adults with Low-Level Literacy Skills. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/89430

22. Hunt, Roisin. Listen to me: The learning and experience of adults with intellectual disabilities using autobiographical digital narratives.

Degree: 2013, RIAN

 The research question explores the learning and experience of adults with intellectual disabilities using autobiographical digital narratives. The thesis uses a case study approach to… (more)

Subjects/Keywords: M.Ed. in Adult and Community Education; M.Ed.; learning; experience; experiences; adults; disabled adults; adult learners; intellectual disabilities; disability; autobiographical digital narratives

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

APA (6th Edition):

Hunt, R. (2013). Listen to me: The learning and experience of adults with intellectual disabilities using autobiographical digital narratives. (Thesis). RIAN. Retrieved from http://eprints.maynoothuniversity.ie/9650/

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):

Hunt, Roisin. “Listen to me: The learning and experience of adults with intellectual disabilities using autobiographical digital narratives.” 2013. Thesis, RIAN. Accessed August 17, 2019. http://eprints.maynoothuniversity.ie/9650/.

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

MLA Handbook (7th Edition):

Hunt, Roisin. “Listen to me: The learning and experience of adults with intellectual disabilities using autobiographical digital narratives.” 2013. Web. 17 Aug 2019.

Vancouver:

Hunt R. Listen to me: The learning and experience of adults with intellectual disabilities using autobiographical digital narratives. [Internet] [Thesis]. RIAN; 2013. [cited 2019 Aug 17]. Available from: http://eprints.maynoothuniversity.ie/9650/.

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

Council of Science Editors:

Hunt R. Listen to me: The learning and experience of adults with intellectual disabilities using autobiographical digital narratives. [Thesis]. RIAN; 2013. Available from: http://eprints.maynoothuniversity.ie/9650/

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

23. Whitten, Damon Rodger. Understanding the beliefs and behaviours of low-skilled adults as they re-engage with mathematics .

Degree: 2018, University of Waikato

 This thesis explored low-skilled adult learners’ beliefs about mathematics and how they engaged with mathematical content delivered as part of foundation-level vocational programmes in New… (more)

Subjects/Keywords: Adult numeracy; Adults learning mathematics; Low-skilled adults; Classroom observations; Foundation-level learners; Embedded literacy and numeracy; Mathematical beliefs

Page 1 Page 2

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

APA (6th Edition):

Whitten, D. R. (2018). Understanding the beliefs and behaviours of low-skilled adults as they re-engage with mathematics . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/12044

Chicago Manual of Style (16th Edition):

Whitten, Damon Rodger. “Understanding the beliefs and behaviours of low-skilled adults as they re-engage with mathematics .” 2018. Doctoral Dissertation, University of Waikato. Accessed August 17, 2019. http://hdl.handle.net/10289/12044.

MLA Handbook (7th Edition):

Whitten, Damon Rodger. “Understanding the beliefs and behaviours of low-skilled adults as they re-engage with mathematics .” 2018. Web. 17 Aug 2019.

Vancouver:

Whitten DR. Understanding the beliefs and behaviours of low-skilled adults as they re-engage with mathematics . [Internet] [Doctoral dissertation]. University of Waikato; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10289/12044.

Council of Science Editors:

Whitten DR. Understanding the beliefs and behaviours of low-skilled adults as they re-engage with mathematics . [Doctoral Dissertation]. University of Waikato; 2018. Available from: http://hdl.handle.net/10289/12044


East Carolina University

24. Sanders, Margaret P. Implicit versus explicit self-defense instruction on self-efficacy, affect, and subjective well-being.

Degree: 2014, East Carolina University

 A rising concern that has been associated as a public health issue is violence and violent crimes. In an effort to counter issues associated with… (more)

Subjects/Keywords: Kinesiology; Explicit learning; Older adults; Subjective well-being; Self-efficacy; Well-being; Self-defense; Implicit learning; Verbal learning

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

APA (6th Edition):

Sanders, M. P. (2014). Implicit versus explicit self-defense instruction on self-efficacy, affect, and subjective well-being. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/4697

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):

Sanders, Margaret P. “Implicit versus explicit self-defense instruction on self-efficacy, affect, and subjective well-being.” 2014. Thesis, East Carolina University. Accessed August 17, 2019. http://hdl.handle.net/10342/4697.

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

MLA Handbook (7th Edition):

Sanders, Margaret P. “Implicit versus explicit self-defense instruction on self-efficacy, affect, and subjective well-being.” 2014. Web. 17 Aug 2019.

Vancouver:

Sanders MP. Implicit versus explicit self-defense instruction on self-efficacy, affect, and subjective well-being. [Internet] [Thesis]. East Carolina University; 2014. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10342/4697.

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

Council of Science Editors:

Sanders MP. Implicit versus explicit self-defense instruction on self-efficacy, affect, and subjective well-being. [Thesis]. East Carolina University; 2014. Available from: http://hdl.handle.net/10342/4697

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


University of Florida

25. Lapa, Amy. Efficacy of Caregiver Training to Improve Ratings on the Safe Driving Behavior's Measure.

Degree: 2011, University of Florida

 The unsafe driving behaviors of older adults may be better recognized by educating their caregivers/family members. The Caregiver Training Protocol was developed as an educational… (more)

Subjects/Keywords: Aural learning; Caregiver training; Caregivers; Educational evaluation; Learning; Older adults; Ratings; Speed; Statistical significance; Visual learning; Caregivers; Older automobile drivers

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

APA (6th Edition):

Lapa, A. (2011). Efficacy of Caregiver Training to Improve Ratings on the Safe Driving Behavior's Measure. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00060960

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):

Lapa, Amy. “Efficacy of Caregiver Training to Improve Ratings on the Safe Driving Behavior's Measure.” 2011. Thesis, University of Florida. Accessed August 17, 2019. http://ufdc.ufl.edu/AA00060960.

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

MLA Handbook (7th Edition):

Lapa, Amy. “Efficacy of Caregiver Training to Improve Ratings on the Safe Driving Behavior's Measure.” 2011. Web. 17 Aug 2019.

Vancouver:

Lapa A. Efficacy of Caregiver Training to Improve Ratings on the Safe Driving Behavior's Measure. [Internet] [Thesis]. University of Florida; 2011. [cited 2019 Aug 17]. Available from: http://ufdc.ufl.edu/AA00060960.

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

Council of Science Editors:

Lapa A. Efficacy of Caregiver Training to Improve Ratings on the Safe Driving Behavior's Measure. [Thesis]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/AA00060960

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


Macquarie University

26. Young, Christine. Exploring scene setting as a strategy to support learning of students with a formal diagnosis of ADHD studying in higher education.

Degree: 2018, Macquarie University

Theoretical thesis.

Bibliography: pages 212-232.

Chapter 1. Introduction  – Chapter 2. Literature review  – Chapter 3. Methodology  – Chapter 4. Data : the protraits  –… (more)

Subjects/Keywords: Attention-deficit-disordered adults  – Education (Higher); Attention-deficit-disordered adults  – Behavior modification; Learning strategies; ADHD; learning strategies; codnitive difference; ADHD diagnosis; higher education

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

APA (6th Edition):

Young, C. (2018). Exploring scene setting as a strategy to support learning of students with a formal diagnosis of ADHD studying in higher education. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1265306

Chicago Manual of Style (16th Edition):

Young, Christine. “Exploring scene setting as a strategy to support learning of students with a formal diagnosis of ADHD studying in higher education.” 2018. Doctoral Dissertation, Macquarie University. Accessed August 17, 2019. http://hdl.handle.net/1959.14/1265306.

MLA Handbook (7th Edition):

Young, Christine. “Exploring scene setting as a strategy to support learning of students with a formal diagnosis of ADHD studying in higher education.” 2018. Web. 17 Aug 2019.

Vancouver:

Young C. Exploring scene setting as a strategy to support learning of students with a formal diagnosis of ADHD studying in higher education. [Internet] [Doctoral dissertation]. Macquarie University; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/1959.14/1265306.

Council of Science Editors:

Young C. Exploring scene setting as a strategy to support learning of students with a formal diagnosis of ADHD studying in higher education. [Doctoral Dissertation]. Macquarie University; 2018. Available from: http://hdl.handle.net/1959.14/1265306

27. Serafin-Dickson, Francine. GERONTOLOGICAL COMMUNITY-ACADEMIC PARTNERSHIP FOR AN MSN INTERNSHIP.

Degree: DNP, Nursing, 2017, University of San Francisco

  The growing population of older adults beckons nursing education to evolve and prepare the future nursing workforce with skills and knowledge to coordinate care… (more)

Subjects/Keywords: gerontological nursing curriculum; care coordination; community-dwelling older adults; service-learning; community partnership building; Nursing

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

APA (6th Edition):

Serafin-Dickson, F. (2017). GERONTOLOGICAL COMMUNITY-ACADEMIC PARTNERSHIP FOR AN MSN INTERNSHIP. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/dnp/108

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):

Serafin-Dickson, Francine. “GERONTOLOGICAL COMMUNITY-ACADEMIC PARTNERSHIP FOR AN MSN INTERNSHIP.” 2017. Thesis, University of San Francisco. Accessed August 17, 2019. https://repository.usfca.edu/dnp/108.

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

MLA Handbook (7th Edition):

Serafin-Dickson, Francine. “GERONTOLOGICAL COMMUNITY-ACADEMIC PARTNERSHIP FOR AN MSN INTERNSHIP.” 2017. Web. 17 Aug 2019.

Vancouver:

Serafin-Dickson F. GERONTOLOGICAL COMMUNITY-ACADEMIC PARTNERSHIP FOR AN MSN INTERNSHIP. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Aug 17]. Available from: https://repository.usfca.edu/dnp/108.

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

Council of Science Editors:

Serafin-Dickson F. GERONTOLOGICAL COMMUNITY-ACADEMIC PARTNERSHIP FOR AN MSN INTERNSHIP. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/dnp/108

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

28. Marilia Woiciechowski. Jovens, adultos e idosos: a perspectiva do aprender e do ensinar a ler e a escrever.

Degree: 2006, UNIVERSIDADE ESTADUAL DE PONTA GROSSA

Learning to read and write, for many young, adults and elderly Brazilian people means a way of meeting or reencountering with the contents that determine… (more)

Subjects/Keywords: alfabetização jovens adultos e idosos; ensino; aprendizagem; young adults elderly and literacy; learning; teaching; EDUCACAO

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

APA (6th Edition):

Woiciechowski, M. (2006). Jovens, adultos e idosos: a perspectiva do aprender e do ensinar a ler e a escrever. (Thesis). UNIVERSIDADE ESTADUAL DE PONTA GROSSA. Retrieved from http://www.bicen-tede.uepg.br/tde_busca/arquivo.php?codArquivo=16

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):

Woiciechowski, Marilia. “Jovens, adultos e idosos: a perspectiva do aprender e do ensinar a ler e a escrever.” 2006. Thesis, UNIVERSIDADE ESTADUAL DE PONTA GROSSA. Accessed August 17, 2019. http://www.bicen-tede.uepg.br/tde_busca/arquivo.php?codArquivo=16.

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

MLA Handbook (7th Edition):

Woiciechowski, Marilia. “Jovens, adultos e idosos: a perspectiva do aprender e do ensinar a ler e a escrever.” 2006. Web. 17 Aug 2019.

Vancouver:

Woiciechowski M. Jovens, adultos e idosos: a perspectiva do aprender e do ensinar a ler e a escrever. [Internet] [Thesis]. UNIVERSIDADE ESTADUAL DE PONTA GROSSA; 2006. [cited 2019 Aug 17]. Available from: http://www.bicen-tede.uepg.br/tde_busca/arquivo.php?codArquivo=16.

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

Council of Science Editors:

Woiciechowski M. Jovens, adultos e idosos: a perspectiva do aprender e do ensinar a ler e a escrever. [Thesis]. UNIVERSIDADE ESTADUAL DE PONTA GROSSA; 2006. Available from: http://www.bicen-tede.uepg.br/tde_busca/arquivo.php?codArquivo=16

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


University of Gothenburg / Göteborgs Universitet

29. Hagberg, Bibbi. ESSENCE: Child and Adults Studies of Verbal and Nonverbal Skills in ASD and ADHD.

Degree: 2013, University of Gothenburg / Göteborgs Universitet

 Aim: Longitudinal analysis of verbal and nonverbal deficits and skills and their contribution to clinical presentation in children and adults with ESSENCE/Early Symptomatic Syndromes Eliciting… (more)

Subjects/Keywords: ESSENCE; neuropsychology; autism spectrum disorder; Asperger syndrome; ADHD; nonverbal learning disability; children; adults

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

APA (6th Edition):

Hagberg, B. (2013). ESSENCE: Child and Adults Studies of Verbal and Nonverbal Skills in ASD and ADHD. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/32952

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):

Hagberg, Bibbi. “ESSENCE: Child and Adults Studies of Verbal and Nonverbal Skills in ASD and ADHD.” 2013. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed August 17, 2019. http://hdl.handle.net/2077/32952.

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

MLA Handbook (7th Edition):

Hagberg, Bibbi. “ESSENCE: Child and Adults Studies of Verbal and Nonverbal Skills in ASD and ADHD.” 2013. Web. 17 Aug 2019.

Vancouver:

Hagberg B. ESSENCE: Child and Adults Studies of Verbal and Nonverbal Skills in ASD and ADHD. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2013. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/2077/32952.

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

Council of Science Editors:

Hagberg B. ESSENCE: Child and Adults Studies of Verbal and Nonverbal Skills in ASD and ADHD. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2013. Available from: http://hdl.handle.net/2077/32952

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

30. Miller Valencia, Grace. A Phenomenological Study of Adults Earning a Graduate Degree after Age 60 .

Degree: 2015, California State University – San Marcos

 The United States is an aging nation and this trend is predicted to continue. Parallel to a population increasing in number and age, is a… (more)

Subjects/Keywords: baby boomers; older adults; learned experiences; perseverance; educational gerontology; lifelong learning; graduate degrees

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

APA (6th Edition):

Miller Valencia, G. (2015). A Phenomenological Study of Adults Earning a Graduate Degree after Age 60 . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/138408

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 Valencia, Grace. “A Phenomenological Study of Adults Earning a Graduate Degree after Age 60 .” 2015. Thesis, California State University – San Marcos. Accessed August 17, 2019. http://hdl.handle.net/10211.3/138408.

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

MLA Handbook (7th Edition):

Miller Valencia, Grace. “A Phenomenological Study of Adults Earning a Graduate Degree after Age 60 .” 2015. Web. 17 Aug 2019.

Vancouver:

Miller Valencia G. A Phenomenological Study of Adults Earning a Graduate Degree after Age 60 . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10211.3/138408.

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

Council of Science Editors:

Miller Valencia G. A Phenomenological Study of Adults Earning a Graduate Degree after Age 60 . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/138408

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

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