subject:(Categorization)

University of Georgia

1. Janik, Maciej Grzegorz. Training-less ontology-based text categorization.

Degree: PhD, Computer Science, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/janik_maciej_g_200808_phd

► In this dissertation, we present a novel approach for automatic text categorization that combines some features of traditional text categorization approaches with the knowledge discovery… (more)

▼ In this dissertation, we present a novel approach for automatic text categorization that combines some features of traditional text categorization approaches with the knowledge discovery methods in the Semantic Web. The proposed method, OmniCat, uses ontological knowledge to perform categorization of text documents. More specifically, it concentrates on the recognized named entities and relationships in document text to perform the categorization according to the taxonomy in the used ontology. Traditional approaches in text categorization use machine learning to train a classifier on a pre-classified set of training documents, in order to learn the distinguishing features of each category. Later, such classifier is used to classify previously unseen documents. One of the distinguishing features of OmniCat is that, unlike in the traditional text categorization methods, it does not rely on the existence of a training set and only uses formal knowledge from the ontology to perform categorization. In the proposed approach, the ontology effectively becomes the classifier. This makes OmniCat a training-less ontology-based text categorization method. A classification category in OmniCat is defined as an ontology fragment, and can be seen as a context of interest for categorization. Categorization in this model depends on finding the best semantic fit of the text document that is transformed to a semantic graph, into one of the defined contexts. Contexts can be dynamically redefined, as the user’s interest changes. Another distinguishing feature of OmniCat is that neither re-training of the classifier, nor supplying a new training set of documents is needed with the change of classification contexts. Simply, OmniCat classifies documents according to the newly supplied contexts of interest. The results from the performed experiments are highly encouraging. OmniCat can achieve a high categorization accuracy, which is within the range of the other tested traditional text categorization methods. We believe that as more rich and comprehensive domain ontologies become available, the proposed approach offers a suitable alternative to the traditional text categorization methods. The implementation of the proposed categorization method builds upon two necessary components, also created as part of this dissertation. The first is BRAHMS, a high-performance main-memory ontology storage engine, which provides an extensive and very fast API for querying large ontologies. The second is SPARQLeR, an extension of the SPARQL query language with regular path expressions for the semantic association discovery. The algorithms and querying methods developed for SPARQLeR became an integral part of the proposed ontology-based categorization. In the dissertation, we describe OmniCat, which is the main contribution of this dissertation, and both components, BRAHMS and SPARQLeR, which are the integral parts of the created prototype. We provide a detailed description of each system and the results of the performed experiments. Advisors/Committee Members: Krzysztof J. Kochut.

Subjects/Keywords: Text categorization

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APA (6^th Edition):

Janik, M. G. (2008). Training-less ontology-based text categorization. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/janik_maciej_g_200808_phd

Chicago Manual of Style (16^th Edition):

Janik, Maciej Grzegorz. “Training-less ontology-based text categorization.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 26, 2020. http://purl.galileo.usg.edu/uga_etd/janik_maciej_g_200808_phd.

MLA Handbook (7^th Edition):

Janik, Maciej Grzegorz. “Training-less ontology-based text categorization.” 2008. Web. 26 Feb 2020.

Vancouver:

Janik MG. Training-less ontology-based text categorization. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Feb 26]. Available from: http://purl.galileo.usg.edu/uga_etd/janik_maciej_g_200808_phd.

Council of Science Editors:

Janik MG. Training-less ontology-based text categorization. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/janik_maciej_g_200808_phd

University of Georgia

2. Koirala, Cesar. Comparison of the effects lexical and ontological information on text categorization.

Degree: MS, Artificial Intelligence, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/koirala_cesar_200808_ms

► This thesis compares the effectiveness of using lexical and ontological information for text categorization. Lexical information has been induced using stemmed features. Ontological information, on… (more)

Subjects/Keywords: Text Categorization

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

APA (6^th Edition):

Koirala, C. (2008). Comparison of the effects lexical and ontological information on text categorization. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/koirala_cesar_200808_ms

Chicago Manual of Style (16^th Edition):

Koirala, Cesar. “Comparison of the effects lexical and ontological information on text categorization.” 2008. Masters Thesis, University of Georgia. Accessed February 26, 2020. http://purl.galileo.usg.edu/uga_etd/koirala_cesar_200808_ms.

MLA Handbook (7^th Edition):

Koirala, Cesar. “Comparison of the effects lexical and ontological information on text categorization.” 2008. Web. 26 Feb 2020.

Vancouver:

Koirala C. Comparison of the effects lexical and ontological information on text categorization. [Internet] [Masters thesis]. University of Georgia; 2008. [cited 2020 Feb 26]. Available from: http://purl.galileo.usg.edu/uga_etd/koirala_cesar_200808_ms.

Council of Science Editors:

Koirala C. Comparison of the effects lexical and ontological information on text categorization. [Masters Thesis]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/koirala_cesar_200808_ms

University of Georgia

3. Klosinski, Robert. German vowel L2-production and L1-categorization of L2 students at an American university.

Degree: MA, German, 2016, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/klosinski_robert_201605_ma

► This thesis examines how L2 German students produce vowels and consequently integrate them in their L1 categories. For this study, interviews were conducted, in which… (more)

Subjects/Keywords: L1-Categorization

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APA (6^th Edition):

Klosinski, R. (2016). German vowel L2-production and L1-categorization of L2 students at an American university. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/klosinski_robert_201605_ma

Chicago Manual of Style (16^th Edition):

Klosinski, Robert. “German vowel L2-production and L1-categorization of L2 students at an American university.” 2016. Masters Thesis, University of Georgia. Accessed February 26, 2020. http://purl.galileo.usg.edu/uga_etd/klosinski_robert_201605_ma.

MLA Handbook (7^th Edition):

Klosinski, Robert. “German vowel L2-production and L1-categorization of L2 students at an American university.” 2016. Web. 26 Feb 2020.

Vancouver:

Klosinski R. German vowel L2-production and L1-categorization of L2 students at an American university. [Internet] [Masters thesis]. University of Georgia; 2016. [cited 2020 Feb 26]. Available from: http://purl.galileo.usg.edu/uga_etd/klosinski_robert_201605_ma.

Council of Science Editors:

Klosinski R. German vowel L2-production and L1-categorization of L2 students at an American university. [Masters Thesis]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/klosinski_robert_201605_ma

4. Sofer, Imri. Setting boundaries in space: A model of rapid visual categorization of natural images.

Degree: PhD, Cognitive Sciences, 2014, Brown University

URL: https://repository.library.brown.edu/studio/item/bdr:386267/

► In the last couple of decades, categorization experiments using natural images have started to unravel the way our brain represents and categorizes visual information. Unfortunately,… (more)

▼ In the last couple of decades, categorization experiments using natural images have started to unravel the way our brain represents and categorizes visual information. Unfortunately, natural stimuli lack any clear parameterization, and therefore many of those experiments are difficult to control, analyze, and interpret. This led investigators to interpret their results using abstract and general theories that lack quantitative predictions. Moreover, these interpretations are sometimes inconsistent with predictions from perceptual categorization models, since it is unclear how these models can be applied to natural stimuli. In this thesis we bridge the gap between categorization models and natural scenes categorization experiments, and show that rapid visual categorization results are a simple outcome of discriminability between two categories. Towards this, we derive a simple measure of natural scene discriminability using a decision boundary, learned over a rudimentary visual representation. We then measure the difficulty of classifying an individual image, by measuring its distance to the decision boundary. Empirical distributions of discriminability values are used to predict human accuracy and reaction times across tasks and stimuli sets. We then extend the model to predict full reaction time distributions. Using a combination of simulations and psychophysics experiments, we validate the model assumptions, show that it is consistent with a large set of published results, and predict novel categorization effects. Our work greatly improves on the current status in several aspects: First, the theory generates quantitative and testable predictions of human's speed and accuracy in natural scene categorization tasks, both at the single image level and the category level; second, it allows to control and design experiments based on measurable visual information; third, it provides a simple, elegant, and intuitive interpretation of novel and existing results based on discriminability between targets and distractors. Advisors/Committee Members: Serre, Thomas (Director), Frank, Michael (Reader), Festa, Elena (Reader).

Subjects/Keywords: visual categorization

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APA (6^th Edition):

Sofer, I. (2014). Setting boundaries in space: A model of rapid visual categorization of natural images. (Doctoral Dissertation). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:386267/

Chicago Manual of Style (16^th Edition):

Sofer, Imri. “Setting boundaries in space: A model of rapid visual categorization of natural images.” 2014. Doctoral Dissertation, Brown University. Accessed February 26, 2020. https://repository.library.brown.edu/studio/item/bdr:386267/.

MLA Handbook (7^th Edition):

Sofer, Imri. “Setting boundaries in space: A model of rapid visual categorization of natural images.” 2014. Web. 26 Feb 2020.

Vancouver:

Sofer I. Setting boundaries in space: A model of rapid visual categorization of natural images. [Internet] [Doctoral dissertation]. Brown University; 2014. [cited 2020 Feb 26]. Available from: https://repository.library.brown.edu/studio/item/bdr:386267/.

Council of Science Editors:

Sofer I. Setting boundaries in space: A model of rapid visual categorization of natural images. [Doctoral Dissertation]. Brown University; 2014. Available from: https://repository.library.brown.edu/studio/item/bdr:386267/

University of Illinois – Chicago

5. Holmes, Olivia :. The Effects of Racial Categorization Struggle.

Degree: 2018, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/23142

► Foundational social psychologists (e.g., Allport, 1954; Tajfel, 1969; Sherif, 1948) viewed categorization as an inevitability that eases the cognitive demands of encountering other people. However,… (more)

▼ Foundational social psychologists (e.g., Allport, 1954; Tajfel, 1969; Sherif, 1948) viewed categorization as an inevitability that eases the cognitive demands of encountering other people. However, there is limited evidence that perceivers struggle to categorize racially ambiguous targets (Molden & Higgins, 2004; Halberstadt & Winkielman, 2014)—i.e., persons that display features of multiple racial groups and/or whose features do not clearly signal any racial group—suggesting that racial ambiguity burdens, rather than eases, the demand of perceiving others. I explore the nature and extent of these burdens in the present research. I conduct 3 studies that test the downstream consequences of the struggle that monoracial White Americans experience when attempting to categorize racially ambiguous Black/White faces. Specifically, I first examine whether racially ambiguous (vs. unambiguous) faces (1) are difficult to categorize, (2) result in observers being uncertain of their category belonging, and (3) take more time to categorize (Study 1). I also test whether observers become consciously aware of this experience via self-reports of this challenging process (Study 1) and therefore attempt to resolve the categorization decision by asking specific questions about the target’s background (Study 2). Finally, I examine the consequences of this categorization struggle, for the extent to which observers experience negative affect and engage in racial stereotyping (Study 3). With this research, I challenge the dominant approach to examining racial categorization by recognizing a fact that is grossly understudied and under-acknowledged—namely, that race and racial categories are not static and that a growing, critical mass of people do not fit easily into the dominant racial categories commonly used in the United States. Broadly, this research will also add to understanding of social categorization processes by examining when social categorization and its downstream processes may burden rather than ease the demands of perceiving others. Implications for perceptions and experiences of Multiracial people, who often appear racially ambiguous, are discussed. Advisors/Committee Members: Bonam, Courtney M (advisor), Humphries, Marisha (committee member), Peery, Destiny (committee member), Szpunar, Karl (committee member), Wout, Daryl (committee member), Bonam, Courtney M (chair).

Subjects/Keywords: Categorization; Racial Categorization; Racial Ambiguity; Multiracial; Stereotypes

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APA (6^th Edition):

Holmes, O. :. (2018). The Effects of Racial Categorization Struggle. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23142

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

Chicago Manual of Style (16^th Edition):

Holmes, Olivia :. “The Effects of Racial Categorization Struggle.” 2018. Thesis, University of Illinois – Chicago. Accessed February 26, 2020. http://hdl.handle.net/10027/23142.

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

MLA Handbook (7^th Edition):

Holmes, Olivia :. “The Effects of Racial Categorization Struggle.” 2018. Web. 26 Feb 2020.

Vancouver:

Holmes O:. The Effects of Racial Categorization Struggle. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/10027/23142.

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

Council of Science Editors:

Holmes O:. The Effects of Racial Categorization Struggle. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/23142

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

University of Georgia

6. Scales, Monica Beckham. Self categorization theory: predicting adolescent health behavior.

Degree: PhD, Speech Communication, 2007, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/scales_monica_b_200708_phd

► In Part I of this dissertation, Self Categorization Theory (SCT) and the concept of prototype group health behavior were used to generate and test a… (more)

▼ In Part I of this dissertation, Self Categorization Theory (SCT) and the concept of prototype group health behavior were used to generate and test a model that examined the influence of in-group prototypes on adolescent risky health behavior. Participants (N = 325, mean age 14.92) were low income high school freshmen recruited from an urban and a rural school. The sample was approximately evenly split between male and female, and Black and White high school students. Independent measures included measures of group identity, perceived group behavior, perceived prototype group member behavior, race and gender. Dependent measures were self-reported behavior and behavior intent measures for four health risk behaviors (cigarettes, alcohol, marijuana & sex). The hypothesized model significantly predicted all four risk behaviors, and three of the four risk behavioral intentions indicating that the model had good predictive power. Importantly, neither race nor gender interacted with any of the concepts in the model, suggesting that the model worked well across subgroups. In Part II, a new way to assess identity accessibility was proposed. Attitude and social norm accessibility commonly are measured using reaction time tasks (valence of reaction, e.g., like/dislike, multiplied by how quickly one responds). This dissertation applied that measurement to social group identity. Using the same sample noted above, independent measures included attitude, social norm and group identity reaction time measures as well as a typical group identity task (included for a validity test). Results were disappointing: The social identity measure showed poor validity and, in hypothesis testing, only predicted 1 of 4 risk behaviors for adolescents. Other findings concerning attitude, family, and social norm accessibility were complicated. Attitude toward the behavior (Like/dislike), and social/family norm valence predicted intent to engage in a behavior and self-reported behavior. However the proposed reaction time * valence interactions were not significant for 6 of 8 outcomes with the exceptions of intent to smoke marijuana and intent to have sex. Limitations and problems with measurement are discussed. The discussion describes the utility of the concept of prototypes and social categorization theory in studies of health communication and adolescent risky health behaviors. Advisors/Committee Members: Jennifer Monahan.

Subjects/Keywords: Self-categorization theory

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APA (6^th Edition):

Scales, M. B. (2007). Self categorization theory: predicting adolescent health behavior. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/scales_monica_b_200708_phd

Chicago Manual of Style (16^th Edition):

Scales, Monica Beckham. “Self categorization theory: predicting adolescent health behavior.” 2007. Doctoral Dissertation, University of Georgia. Accessed February 26, 2020. http://purl.galileo.usg.edu/uga_etd/scales_monica_b_200708_phd.

MLA Handbook (7^th Edition):

Scales, Monica Beckham. “Self categorization theory: predicting adolescent health behavior.” 2007. Web. 26 Feb 2020.

Vancouver:

Scales MB. Self categorization theory: predicting adolescent health behavior. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2020 Feb 26]. Available from: http://purl.galileo.usg.edu/uga_etd/scales_monica_b_200708_phd.

Council of Science Editors:

Scales MB. Self categorization theory: predicting adolescent health behavior. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/scales_monica_b_200708_phd

University of Illinois – Urbana-Champaign

7. Jones, Erin L. Classification versus inference learning contrasted with real-world categories.

Degree: MA, 0338, 2010, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/16208

► A number of studies have contrasted classification and inference, using a variety of stimuli and tests, but in all cases the difference between these tasks… (more)

Subjects/Keywords: categorization; concepts; learning

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APA (6^th Edition):

Jones, E. L. (2010). Classification versus inference learning contrasted with real-world categories. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16208

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

Chicago Manual of Style (16^th Edition):

Jones, Erin L. “Classification versus inference learning contrasted with real-world categories.” 2010. Thesis, University of Illinois – Urbana-Champaign. Accessed February 26, 2020. http://hdl.handle.net/2142/16208.

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

MLA Handbook (7^th Edition):

Jones, Erin L. “Classification versus inference learning contrasted with real-world categories.” 2010. Web. 26 Feb 2020.

Vancouver:

Jones EL. Classification versus inference learning contrasted with real-world categories. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2010. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/2142/16208.

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

Council of Science Editors:

Jones EL. Classification versus inference learning contrasted with real-world categories. [Thesis]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16208

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

University of Otago

8. Riordan, Benjamin Charles. Positive Affect and Typicality: An Investigation of Category Inclusiveness.

Degree: 2014, University of Otago

URL: http://hdl.handle.net/10523/4564

► Previous studies have found that individuals rate category members as more typical of their categories in a positive rather than negative mood, but the explanation… (more)

Subjects/Keywords: Categorization; Affect; Typicality

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

APA (6^th Edition):

Riordan, B. C. (2014). Positive Affect and Typicality: An Investigation of Category Inclusiveness. (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/4564

Chicago Manual of Style (16^th Edition):

Riordan, Benjamin Charles. “Positive Affect and Typicality: An Investigation of Category Inclusiveness. ” 2014. Masters Thesis, University of Otago. Accessed February 26, 2020. http://hdl.handle.net/10523/4564.

MLA Handbook (7^th Edition):

Riordan, Benjamin Charles. “Positive Affect and Typicality: An Investigation of Category Inclusiveness. ” 2014. Web. 26 Feb 2020.

Vancouver:

Riordan BC. Positive Affect and Typicality: An Investigation of Category Inclusiveness. [Internet] [Masters thesis]. University of Otago; 2014. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/10523/4564.

Council of Science Editors:

Riordan BC. Positive Affect and Typicality: An Investigation of Category Inclusiveness. [Masters Thesis]. University of Otago; 2014. Available from: http://hdl.handle.net/10523/4564

Mississippi State University

9. Campbell, Sara. Using self-organizing maps to identify turns from driving simulator data.

Degree: MS, Industrial and Systems Engineering, 2018, Mississippi State University

URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-02192018-135211/ ;

► Driving simulators are a main way researchers gather data about on-the-road behavior. However, the quantity of data produced by these simulators forces researchers to… (more)

Subjects/Keywords: SOM; data categorization

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APA (6^th Edition):

Campbell, S. (2018). Using self-organizing maps to identify turns from driving simulator data. (Masters Thesis). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-02192018-135211/ ;

Chicago Manual of Style (16^th Edition):

Campbell, Sara. “Using self-organizing maps to identify turns from driving simulator data.” 2018. Masters Thesis, Mississippi State University. Accessed February 26, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-02192018-135211/ ;.

MLA Handbook (7^th Edition):

Campbell, Sara. “Using self-organizing maps to identify turns from driving simulator data.” 2018. Web. 26 Feb 2020.

Vancouver:

Campbell S. Using self-organizing maps to identify turns from driving simulator data. [Internet] [Masters thesis]. Mississippi State University; 2018. [cited 2020 Feb 26]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-02192018-135211/ ;.

Council of Science Editors:

Campbell S. Using self-organizing maps to identify turns from driving simulator data. [Masters Thesis]. Mississippi State University; 2018. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-02192018-135211/ ;

University of Western Australia

10. Colreavy, Erin Patricia. Unsupervised categorization : perceptual shift, strategy development, and general principles.

Degree: PhD, 2008, University of Western Australia

URL: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=10612&local_base=GEN01-INS01

►

Unsupervised categorization is the task of classifying novel stimuli without external feedback or guidance, and is important for every day decisions such as deciding whether… (more)

▼

Unsupervised categorization is the task of classifying novel stimuli without external feedback or guidance, and is important for every day decisions such as deciding whether emails fall into 'interesting' or 'junk' categories (Gureckis & Love, 2003). This thesis aimed to further investigate this currently under-researched phenomenon by comparing it to the standard, supervised categorization; developing a set of principles upon which people can rely when completing an unsupervised categorization task; and determining how people choose to categorize when all restraints are removed. The first section of the thesis found that when compared to supervised categorization, performance in an unsupervised task was found to be equivalent in terms of trial-by-trial acquisition of strategy. In addition, the post-categorizing effects on perception found in previous literature on supervised categorization were moderately replicated using an unsupervised task. The second part of the thesis examined the putative principles of unidimensionality, balance, frequency and gap in continuity by manipulating stimulus sets, and all were found to have some merit in predicting how participants will choose to categorize in an unsupervised categorization task. Finally, the ultimate experiment within the thesis relaxed all constraints and, contrary to the previous experiments, allowed participants to create as many categories as they wished. Results indicated that when participants chose to create few categories, their learning was significantly better than when large numbers of categories were created. Overall, the results of this experimental series indicate that unsupervised categorization is equivalent to supervised categorization in a number of ways, and that it can also be predicted using the proposed principles of unidimensionality, balance, frequency and gap in continuity; however this is limited when all constraints are removed.

Unsupervised categorization is the task of classifying novel stimuli without external feedback or guidance, and is important for every day decisions such as deciding whether emails fall into 'interesting' or 'junk' categories (Gureckis & Love, 2003). This thesis aimed to further investigate this currently under-researched phenomenon by comparing it to the standard, supervised categorization; developing a set of principles upon which people can rely when completing an unsupervised categorization task; and determining how people choose to categorize when all restraints are removed. The first section of the thesis found that when compared to supervised categorization, performance in an unsupervised task was found to be equivalent in terms of trial-by-trial acquisition of strategy. In addition, the post-categorizing effects on perception found in previous literature on supervised categorization were moderately replicated using an unsupervised task. The second part of the thesis examined the putative principles of unidimensionality, balance, frequency and gap in continuity by manipulating stimulus sets, and all…

Subjects/Keywords: Categorization (Psychology); Cognition; Perception; Unsupervised categorization; Supervised categorization

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APA (6^th Edition):

Colreavy, E. P. (2008). Unsupervised categorization : perceptual shift, strategy development, and general principles. (Doctoral Dissertation). University of Western Australia. Retrieved from http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=10612&local_base=GEN01-INS01

Chicago Manual of Style (16^th Edition):

Colreavy, Erin Patricia. “Unsupervised categorization : perceptual shift, strategy development, and general principles.” 2008. Doctoral Dissertation, University of Western Australia. Accessed February 26, 2020. http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=10612&local_base=GEN01-INS01.

MLA Handbook (7^th Edition):

Colreavy, Erin Patricia. “Unsupervised categorization : perceptual shift, strategy development, and general principles.” 2008. Web. 26 Feb 2020.

Vancouver:

Colreavy EP. Unsupervised categorization : perceptual shift, strategy development, and general principles. [Internet] [Doctoral dissertation]. University of Western Australia; 2008. [cited 2020 Feb 26]. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=10612&local_base=GEN01-INS01.

Council of Science Editors:

Colreavy EP. Unsupervised categorization : perceptual shift, strategy development, and general principles. [Doctoral Dissertation]. University of Western Australia; 2008. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=10612&local_base=GEN01-INS01

Mississippi State University

11. Thomas, Mark Dewayne. POLICE CAR VISIBILITY: THE RELATIONSHIP BETWEEN DETECTION, CATEGORIZATION AND VISUAL SALIENCY.

Degree: PhD, Psychology, 2012, Mississippi State University

URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04042012-112903/ ;

► Perceptual categorization involves integrating bottom-up sensory information with top-down knowledge which is based on prior experience. Bottom-up information comes from the external world and… (more)

Subjects/Keywords: police car; categorization; detection; visual saliency; perceptual categorization; object detection; object categorization

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APA (6^th Edition):

Thomas, M. D. (2012). POLICE CAR VISIBILITY: THE RELATIONSHIP BETWEEN DETECTION, CATEGORIZATION AND VISUAL SALIENCY. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-04042012-112903/ ;

Chicago Manual of Style (16^th Edition):

Thomas, Mark Dewayne. “POLICE CAR VISIBILITY: THE RELATIONSHIP BETWEEN DETECTION, CATEGORIZATION AND VISUAL SALIENCY.” 2012. Doctoral Dissertation, Mississippi State University. Accessed February 26, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-04042012-112903/ ;.

MLA Handbook (7^th Edition):

Thomas, Mark Dewayne. “POLICE CAR VISIBILITY: THE RELATIONSHIP BETWEEN DETECTION, CATEGORIZATION AND VISUAL SALIENCY.” 2012. Web. 26 Feb 2020.

Vancouver:

Thomas MD. POLICE CAR VISIBILITY: THE RELATIONSHIP BETWEEN DETECTION, CATEGORIZATION AND VISUAL SALIENCY. [Internet] [Doctoral dissertation]. Mississippi State University; 2012. [cited 2020 Feb 26]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04042012-112903/ ;.

Council of Science Editors:

Thomas MD. POLICE CAR VISIBILITY: THE RELATIONSHIP BETWEEN DETECTION, CATEGORIZATION AND VISUAL SALIENCY. [Doctoral Dissertation]. Mississippi State University; 2012. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-04042012-112903/ ;

University of Utah

12. Humbert-Fisk, Paul Charles. Not keeping up appearances? Mixed race Asian Americans and the use of racial language.

Degree: MS;, Education, Culture & Society;, 2009, University of Utah

URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/815/rec/819

► There has been a movement to proclaim that mixed race (biracial or multiracial) individuals transcend race or bring about an end to race and racism.… (more)

Subjects/Keywords: Racially mixed people; Categorization (Psychology)

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APA (6^th Edition):

Humbert-Fisk, P. C. (2009). Not keeping up appearances? Mixed race Asian Americans and the use of racial language. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/815/rec/819

Chicago Manual of Style (16^th Edition):

Humbert-Fisk, Paul Charles. “Not keeping up appearances? Mixed race Asian Americans and the use of racial language.” 2009. Masters Thesis, University of Utah. Accessed February 26, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/815/rec/819.

MLA Handbook (7^th Edition):

Humbert-Fisk, Paul Charles. “Not keeping up appearances? Mixed race Asian Americans and the use of racial language.” 2009. Web. 26 Feb 2020.

Vancouver:

Humbert-Fisk PC. Not keeping up appearances? Mixed race Asian Americans and the use of racial language. [Internet] [Masters thesis]. University of Utah; 2009. [cited 2020 Feb 26]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/815/rec/819.

Council of Science Editors:

Humbert-Fisk PC. Not keeping up appearances? Mixed race Asian Americans and the use of racial language. [Masters Thesis]. University of Utah; 2009. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/815/rec/819

University of Edinburgh

13. Beuls, Katrien. Text Categorization for Intellectual Property.

Degree: 2009, University of Edinburgh

URL: http://hdl.handle.net/1842/6033

This study investigates the effect of training different categorization algorithms on various patent document representations. Advisors/Committee Members: Clark, Rob.

Subjects/Keywords: Text categorization; Intellectual property

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

APA (6^th Edition):

Beuls, K. (2009). Text Categorization for Intellectual Property. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/6033

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

Chicago Manual of Style (16^th Edition):

Beuls, Katrien. “Text Categorization for Intellectual Property.” 2009. Thesis, University of Edinburgh. Accessed February 26, 2020. http://hdl.handle.net/1842/6033.

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

MLA Handbook (7^th Edition):

Beuls, Katrien. “Text Categorization for Intellectual Property.” 2009. Web. 26 Feb 2020.

Vancouver:

Beuls K. Text Categorization for Intellectual Property. [Internet] [Thesis]. University of Edinburgh; 2009. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/1842/6033.

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

Council of Science Editors:

Beuls K. Text Categorization for Intellectual Property. [Thesis]. University of Edinburgh; 2009. Available from: http://hdl.handle.net/1842/6033

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

14. Takamura, Hiroya. Clustering approaches to text categorization : 文書分類へのクラスタリングによるアプローチ; ブンショブンルイエノクラスタリングニヨルアプローチ.

Degree: Nara Institute of Science and Technology / 奈良先端科学技術大学院大学

URL: http://hdl.handle.net/10061/3066

Subjects/Keywords: text categorization

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APA (6^th Edition):

Takamura, H. (n.d.). Clustering approaches to text categorization : 文書分類へのクラスタリングによるアプローチ; ブンショブンルイエノクラスタリングニヨルアプローチ. (Thesis). Nara Institute of Science and Technology / 奈良先端科学技術大学院大学. Retrieved from http://hdl.handle.net/10061/3066

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Takamura, Hiroya. “Clustering approaches to text categorization : 文書分類へのクラスタリングによるアプローチ; ブンショブンルイエノクラスタリングニヨルアプローチ.” Thesis, Nara Institute of Science and Technology / 奈良先端科学技術大学院大学. Accessed February 26, 2020. http://hdl.handle.net/10061/3066.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Takamura, Hiroya. “Clustering approaches to text categorization : 文書分類へのクラスタリングによるアプローチ; ブンショブンルイエノクラスタリングニヨルアプローチ.” Web. 26 Feb 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Takamura H. Clustering approaches to text categorization : 文書分類へのクラスタリングによるアプローチ; ブンショブンルイエノクラスタリングニヨルアプローチ. [Internet] [Thesis]. Nara Institute of Science and Technology / 奈良先端科学技術大学院大学; [cited 2020 Feb 26]. Available from: http://hdl.handle.net/10061/3066.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Takamura H. Clustering approaches to text categorization : 文書分類へのクラスタリングによるアプローチ; ブンショブンルイエノクラスタリングニヨルアプローチ. [Thesis]. Nara Institute of Science and Technology / 奈良先端科学技術大学院大学; Available from: http://hdl.handle.net/10061/3066

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Penn State University

15. Stevenson, Michael. “WHAT ARE WE THINKING?” VERSUS “WHAT ARE THEY THINKING?”:.

Degree: MS, Psychology, 2009, Penn State University

URL: https://etda.libraries.psu.edu/catalog/10126

► The majority of social communication is conveyed through nonverbal behavior. Accordingly, nonverbal sensitivity is necessary for smooth communication and social adaptability. Interestingly, basic emotion perception… (more)

Subjects/Keywords: mental state decoding; social categorization

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APA (6^th Edition):

Stevenson, M. (2009). “WHAT ARE WE THINKING?” VERSUS “WHAT ARE THEY THINKING?”:. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10126

Chicago Manual of Style (16^th Edition):

Stevenson, Michael. ““WHAT ARE WE THINKING?” VERSUS “WHAT ARE THEY THINKING?”:.” 2009. Masters Thesis, Penn State University. Accessed February 26, 2020. https://etda.libraries.psu.edu/catalog/10126.

MLA Handbook (7^th Edition):

Stevenson, Michael. ““WHAT ARE WE THINKING?” VERSUS “WHAT ARE THEY THINKING?”:.” 2009. Web. 26 Feb 2020.

Vancouver:

Stevenson M. “WHAT ARE WE THINKING?” VERSUS “WHAT ARE THEY THINKING?”:. [Internet] [Masters thesis]. Penn State University; 2009. [cited 2020 Feb 26]. Available from: https://etda.libraries.psu.edu/catalog/10126.

Council of Science Editors:

Stevenson M. “WHAT ARE WE THINKING?” VERSUS “WHAT ARE THEY THINKING?”:. [Masters Thesis]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/10126

Brandeis University

16. Finkelshteyn, Eli. Speaker Sentiment Categorization in Talmudic Aramaic.

Degree: 2010, Brandeis University

URL: http://hdl.handle.net/10192/23883

► While research has been done in the fields of automatic summarization and automatic categorization, none of it has focused upon categorization of speaker sentiments. In… (more)

Subjects/Keywords: Computational Linguistics,; Categorization; Talmud; Aramaic

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APA (6^th Edition):

Finkelshteyn, E. (2010). Speaker Sentiment Categorization in Talmudic Aramaic. (Thesis). Brandeis University. Retrieved from http://hdl.handle.net/10192/23883

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

Chicago Manual of Style (16^th Edition):

Finkelshteyn, Eli. “Speaker Sentiment Categorization in Talmudic Aramaic.” 2010. Thesis, Brandeis University. Accessed February 26, 2020. http://hdl.handle.net/10192/23883.

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

MLA Handbook (7^th Edition):

Finkelshteyn, Eli. “Speaker Sentiment Categorization in Talmudic Aramaic.” 2010. Web. 26 Feb 2020.

Vancouver:

Finkelshteyn E. Speaker Sentiment Categorization in Talmudic Aramaic. [Internet] [Thesis]. Brandeis University; 2010. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/10192/23883.

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

Council of Science Editors:

Finkelshteyn E. Speaker Sentiment Categorization in Talmudic Aramaic. [Thesis]. Brandeis University; 2010. Available from: http://hdl.handle.net/10192/23883

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

University of New South Wales

17. Li, Zhidong. Visual understanding by salient proto-objects.

Degree: Computer Science & Engineering, 2013, University of New South Wales

URL: http://handle.unsw.edu.au/1959.4/53221 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11916/SOURCE02?view=true

► In this thesis, we propose biologically inspired approaches for visual understanding tasks including object detection, image categorization, and visual tracking, based on the concept of… (more)

▼ In this thesis, we propose biologically inspired approaches for visual understanding tasks including object detection, image categorization, and visual tracking, based on the concept of salient proto-objects. A salient proto-object refers to a visual unit that can form a coherent and stable object on the basis of saliency. It is been demonstrated in this work that the salient proto-object is useful in machine based visual understanding.First, we propose a novel computational framework for salient proto-object detection, which integrates the saliency map computation and proto-object detection. The proto-objects are detected based on the saliency map, and the detected proto-objects are then utilized to improve the saliency map computation in an iterative manner.Second, we propose an approach of image categorization by integrating a latent topic model with proto-object detection. After discriminating salient proto-objects from background parts in images, a hierarchical latent topic model is proposed to discover image topics for scene and event categorization. In addition, a joint topic model is proposed for image based object categorization.Third, we propose an approach of visual tracking based on salient proto-objects. Given an image sequence, proto-objects are first detected by combining the saliency map and topic model. Then the target is tracked based on spatial and saliency information of the proto-objects. In the proposed Bayesian approach, states of the target and proto-objects are jointly estimated over time. Gibbs sampling has been used to optimize the estimation during the tracking process. The proposed method robustly handles occlusion, distraction, and illumination change in the experiments.The algorithms have been tested using public datasets for visual understanding. The experimental results show that the proposed approaches outperform the state-of-art methods in various challenging tasks, including salient proto-object detection, image categorization, and visual tracking. Advisors/Committee Members: Yang, Wang, National ICT Australia, Fang, Chen, Computer Science & Engineering, Faculty of Engineering, UNSW, Alan, Blair, Computer Science & Engineering, Faculty of Engineering, UNSW.

Subjects/Keywords: Video tracking; Saliency; Image categorization

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APA (6^th Edition):

Li, Z. (2013). Visual understanding by salient proto-objects. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/53221 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11916/SOURCE02?view=true

Chicago Manual of Style (16^th Edition):

Li, Zhidong. “Visual understanding by salient proto-objects.” 2013. Doctoral Dissertation, University of New South Wales. Accessed February 26, 2020. http://handle.unsw.edu.au/1959.4/53221 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11916/SOURCE02?view=true.

MLA Handbook (7^th Edition):

Li, Zhidong. “Visual understanding by salient proto-objects.” 2013. Web. 26 Feb 2020.

Vancouver:

Li Z. Visual understanding by salient proto-objects. [Internet] [Doctoral dissertation]. University of New South Wales; 2013. [cited 2020 Feb 26]. Available from: http://handle.unsw.edu.au/1959.4/53221 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11916/SOURCE02?view=true.

Council of Science Editors:

Li Z. Visual understanding by salient proto-objects. [Doctoral Dissertation]. University of New South Wales; 2013. Available from: http://handle.unsw.edu.au/1959.4/53221 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11916/SOURCE02?view=true

McGill University

18. Giordano, Bruno L.; McAdams, Stephen; Zatorre, Robert J.; Belin, Pascal. Abstract Encoding of Auditory Objects in Cortical Activity Patterns.

Degree: Department of Music Research, 2013, McGill University

URL: http://digitool.library.mcgill.ca/thesisfile164453.pdf

►

Note:

The human brain is thought to process auditory objects along a hierarchical temporal “what” stream that progressively abstracts object information from the low-level structure… (more)

Subjects/Keywords: categorization; condition-rich design

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APA (6^th Edition):

Giordano, Bruno L.; McAdams, Stephen; Zatorre, Robert J.; Belin, P. (2013). Abstract Encoding of Auditory Objects in Cortical Activity Patterns. (Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile164453.pdf

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

Chicago Manual of Style (16^th Edition):

Giordano, Bruno L.; McAdams, Stephen; Zatorre, Robert J.; Belin, Pascal. “Abstract Encoding of Auditory Objects in Cortical Activity Patterns.” 2013. Thesis, McGill University. Accessed February 26, 2020. http://digitool.library.mcgill.ca/thesisfile164453.pdf.

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

MLA Handbook (7^th Edition):

Giordano, Bruno L.; McAdams, Stephen; Zatorre, Robert J.; Belin, Pascal. “Abstract Encoding of Auditory Objects in Cortical Activity Patterns.” 2013. Web. 26 Feb 2020.

Vancouver:

Giordano, Bruno L.; McAdams, Stephen; Zatorre, Robert J.; Belin P. Abstract Encoding of Auditory Objects in Cortical Activity Patterns. [Internet] [Thesis]. McGill University; 2013. [cited 2020 Feb 26]. Available from: http://digitool.library.mcgill.ca/thesisfile164453.pdf.

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

Council of Science Editors:

Giordano, Bruno L.; McAdams, Stephen; Zatorre, Robert J.; Belin P. Abstract Encoding of Auditory Objects in Cortical Activity Patterns. [Thesis]. McGill University; 2013. Available from: http://digitool.library.mcgill.ca/thesisfile164453.pdf

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

Arizona State University

19. Ferguson, Ryan. Isomorphic Categories.

Degree: MS, Psychology, 2011, Arizona State University

URL: http://repository.asu.edu/items/9446

► Learning and transfer were investigated for a categorical structure in which relevant stimulus information could be mapped without loss from one modality to another. The… (more)

Subjects/Keywords: Cognitive Psychology; Categorization; Haptics; Multimodal

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APA (6^th Edition):

Ferguson, R. (2011). Isomorphic Categories. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/9446

Chicago Manual of Style (16^th Edition):

Ferguson, Ryan. “Isomorphic Categories.” 2011. Masters Thesis, Arizona State University. Accessed February 26, 2020. http://repository.asu.edu/items/9446.

MLA Handbook (7^th Edition):

Ferguson, Ryan. “Isomorphic Categories.” 2011. Web. 26 Feb 2020.

Vancouver:

Ferguson R. Isomorphic Categories. [Internet] [Masters thesis]. Arizona State University; 2011. [cited 2020 Feb 26]. Available from: http://repository.asu.edu/items/9446.

Council of Science Editors:

Ferguson R. Isomorphic Categories. [Masters Thesis]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9446

University of Arizona

20. Zhang, Di. Remindings in Declarative Concept Learning .

Degree: 2019, University of Arizona

URL: http://hdl.handle.net/10150/633146

► Remindings are a fundamental building block of cognition that prompt people to retrieve relevant experiences when faced with novel stimuli. Remindings may allow learners to… (more)

Subjects/Keywords: Categorization; Declarative concept learning; Reminding

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APA (6^th Edition):

Zhang, D. (2019). Remindings in Declarative Concept Learning . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/633146

Chicago Manual of Style (16^th Edition):

Zhang, Di. “Remindings in Declarative Concept Learning .” 2019. Masters Thesis, University of Arizona. Accessed February 26, 2020. http://hdl.handle.net/10150/633146.

MLA Handbook (7^th Edition):

Zhang, Di. “Remindings in Declarative Concept Learning .” 2019. Web. 26 Feb 2020.

Vancouver:

Zhang D. Remindings in Declarative Concept Learning . [Internet] [Masters thesis]. University of Arizona; 2019. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/10150/633146.

Council of Science Editors:

Zhang D. Remindings in Declarative Concept Learning . [Masters Thesis]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/633146

Georgia Tech

21. Davies, Jim. Correlation and consistent contrast biases shown in free sort categorization.

Degree: MS, Psychology, 1998, Georgia Tech

URL: http://hdl.handle.net/1853/29448

Subjects/Keywords: Categorization (Psychology)

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

APA (6^th Edition):

Davies, J. (1998). Correlation and consistent contrast biases shown in free sort categorization. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/29448

Chicago Manual of Style (16^th Edition):

Davies, Jim. “Correlation and consistent contrast biases shown in free sort categorization.” 1998. Masters Thesis, Georgia Tech. Accessed February 26, 2020. http://hdl.handle.net/1853/29448.

MLA Handbook (7^th Edition):

Davies, Jim. “Correlation and consistent contrast biases shown in free sort categorization.” 1998. Web. 26 Feb 2020.

Vancouver:

Davies J. Correlation and consistent contrast biases shown in free sort categorization. [Internet] [Masters thesis]. Georgia Tech; 1998. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/1853/29448.

Council of Science Editors:

Davies J. Correlation and consistent contrast biases shown in free sort categorization. [Masters Thesis]. Georgia Tech; 1998. Available from: http://hdl.handle.net/1853/29448

National University of Ireland – Galway

22. Sigurjónsson, Jón. Electrophysiological Activity During Stimulus Class Formation .

Degree: 2012, National University of Ireland – Galway

URL: http://hdl.handle.net/10379/2626

► The current project attempted to isolate patterns of electrophysiological activity that correlate with stimulus equivalence by examining the frequency spectra of simultaneous electroencephalographic (EEG) activity.… (more)

▼ The current project attempted to isolate patterns of electrophysiological activity that correlate with stimulus equivalence by examining the frequency spectra of simultaneous electroencephalographic (EEG) activity. This is the first recorded attempt to isolate the frequency correlates of stimulus equivalence. Six experiments were conducted. Experiment 1.1 employed a linear matching-to-sample equivalence training protocol with easily recognizable (iconic) stimuli to train 6 3-member equivalence classes. Experiment 1.2 employed an identical protocol with the exception of the use of abstract images instead of iconic stimuli. In both experiments, approximately half of the participants displayed equivalence. EEG results from Study 1 were inconclusive but did indicate that delta activity in the midline and posterior regions was correlated to activity during conditional discrimination training and equivalence as well as overall alpha activity, when compared to baseline. The protocol was amended for Experiments 2.1 and 2.2. Participants were exposed to a set number of training and extinction trials rather than a preset mastery criterion. Second, the number of trials presented during equivalence testing was increased. Participants which failed to display equivalence were not re-exposed to the protocol. Experiment 2.1 employed a linear matching-to-sample training to train 3 3-member equivalence classes using iconic stimuli while Experiment 2.2 employed abstract stimuli. As in Experiment 1.1, approximately half of the participants in Experiment 2.1 displayed equivalence, but only one participant in Experiment 2.2 displayed equivalence. Experiment 2.1 in Study 2 replicated the baseline effects in the delta frequency but not in the alpha frequency. Differences were found between task stages in the Mid- and Right-Frontal regions in the gamma range, as well as baseline differences in the posterior regions In Experiments 3.1 and 3.2, was shortened further. Experiment 3.1 had a slightly lower yield than Experiments 1.1 and 2.1, and only one participant in Experiment 3.2 displayed equivalence. Differences in EEG power between baseline and training and testing stages were observed for all frequency bands, but no differences were found between different training and testing stages. Chapter 5 reports two sets of additional analyses. First, participants from Experiments 2.1 and 3.1 were pooled into one dataset to compare baseline differences in EEG activity. Significant differences between high and low performing participants in the gamma range at the Mid-Frontal, Mid-Central, Right-Central and Right-Posterior locations with high performing participants displaying higher gamma activity during baseline than low performing participants. Second, participants from Experiments 2.1, 2.2, 3.1 and 3.2 were pooled and their EEG activity during conditional discrimination training was compared based on stimulus types. Delta activity was more pronounced at the Mid-Posterior region in participants exposed to iconic stimuli than those exposed to… Advisors/Committee Members: O'Hora, Denis (advisor).

Subjects/Keywords: Stimulus equivalence; Categorization; Electrophysiology; Psychology

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APA (6^th Edition):

Sigurjónsson, J. (2012). Electrophysiological Activity During Stimulus Class Formation . (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/2626

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

Chicago Manual of Style (16^th Edition):

Sigurjónsson, Jón. “Electrophysiological Activity During Stimulus Class Formation .” 2012. Thesis, National University of Ireland – Galway. Accessed February 26, 2020. http://hdl.handle.net/10379/2626.

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

MLA Handbook (7^th Edition):

Sigurjónsson, Jón. “Electrophysiological Activity During Stimulus Class Formation .” 2012. Web. 26 Feb 2020.

Vancouver:

Sigurjónsson J. Electrophysiological Activity During Stimulus Class Formation . [Internet] [Thesis]. National University of Ireland – Galway; 2012. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/10379/2626.

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

Council of Science Editors:

Sigurjónsson J. Electrophysiological Activity During Stimulus Class Formation . [Thesis]. National University of Ireland – Galway; 2012. Available from: http://hdl.handle.net/10379/2626

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

Georgia State University

23. Bond, Alesha D. LIKE FATHER, LIKE SON: STEREOTYPICAL BLACK FACIAL FEATURES IN CHILDREN CAUSING TROUBLE.

Degree: MA, Psychology, 2017, Georgia State University

URL: https://scholarworks.gsu.edu/psych_theses/174

► This present study investigated whether face-type (stereotypical or nonstereotypical) facilitates stereotype-consistent categorization and decision-making. Previous literature regarding adults has suggested an associative link between… (more)

Subjects/Keywords: Categorization; Memory; Stereotype; Face processing

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APA (6^th Edition):

Bond, A. D. (2017). LIKE FATHER, LIKE SON: STEREOTYPICAL BLACK FACIAL FEATURES IN CHILDREN CAUSING TROUBLE. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_theses/174

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

Chicago Manual of Style (16^th Edition):

Bond, Alesha D. “LIKE FATHER, LIKE SON: STEREOTYPICAL BLACK FACIAL FEATURES IN CHILDREN CAUSING TROUBLE.” 2017. Thesis, Georgia State University. Accessed February 26, 2020. https://scholarworks.gsu.edu/psych_theses/174.

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

MLA Handbook (7^th Edition):

Bond, Alesha D. “LIKE FATHER, LIKE SON: STEREOTYPICAL BLACK FACIAL FEATURES IN CHILDREN CAUSING TROUBLE.” 2017. Web. 26 Feb 2020.

Vancouver:

Bond AD. LIKE FATHER, LIKE SON: STEREOTYPICAL BLACK FACIAL FEATURES IN CHILDREN CAUSING TROUBLE. [Internet] [Thesis]. Georgia State University; 2017. [cited 2020 Feb 26]. Available from: https://scholarworks.gsu.edu/psych_theses/174.

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

Council of Science Editors:

Bond AD. LIKE FATHER, LIKE SON: STEREOTYPICAL BLACK FACIAL FEATURES IN CHILDREN CAUSING TROUBLE. [Thesis]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/psych_theses/174

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

Indiana University

24. Sanders, Craig Aaron. Using deep learning to automatically extract psychological representations of complex natural stimuli .

Degree: 2018, Indiana University

URL: http://hdl.handle.net/2022/22415

► Cognitive psychologists have developed many formal models of categorization, but they have been almost exclusively tested using artificial categories because deriving psychological representations of natural… (more)

Subjects/Keywords: representations; deep learning; categorization

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

APA (6^th Edition):

Sanders, C. A. (2018). Using deep learning to automatically extract psychological representations of complex natural stimuli . (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/22415

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

Chicago Manual of Style (16^th Edition):

Sanders, Craig Aaron. “Using deep learning to automatically extract psychological representations of complex natural stimuli .” 2018. Thesis, Indiana University. Accessed February 26, 2020. http://hdl.handle.net/2022/22415.

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

MLA Handbook (7^th Edition):

Sanders, Craig Aaron. “Using deep learning to automatically extract psychological representations of complex natural stimuli .” 2018. Web. 26 Feb 2020.

Vancouver:

Sanders CA. Using deep learning to automatically extract psychological representations of complex natural stimuli . [Internet] [Thesis]. Indiana University; 2018. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/2022/22415.

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

Council of Science Editors:

Sanders CA. Using deep learning to automatically extract psychological representations of complex natural stimuli . [Thesis]. Indiana University; 2018. Available from: http://hdl.handle.net/2022/22415

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

University of Illinois – Urbana-Champaign

25. Yun, Joseph. The effects of thematic versus taxonomic categorization on choice overload when choosing university classes.

Degree: MS, 0277, 2014, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/49354

► The problem of “having too much choice” within our everyday lives is magnified in online environments. This study looked at the effects of thematic categorization… (more)

Subjects/Keywords: Choice Overload; Mere Categorization; Thematic Categorization; Too Much Choice

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

APA (6^th Edition):

Yun, J. (2014). The effects of thematic versus taxonomic categorization on choice overload when choosing university classes. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49354

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

Chicago Manual of Style (16^th Edition):

Yun, Joseph. “The effects of thematic versus taxonomic categorization on choice overload when choosing university classes.” 2014. Thesis, University of Illinois – Urbana-Champaign. Accessed February 26, 2020. http://hdl.handle.net/2142/49354.

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

MLA Handbook (7^th Edition):

Yun, Joseph. “The effects of thematic versus taxonomic categorization on choice overload when choosing university classes.” 2014. Web. 26 Feb 2020.

Vancouver:

Yun J. The effects of thematic versus taxonomic categorization on choice overload when choosing university classes. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/2142/49354.

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

Council of Science Editors:

Yun J. The effects of thematic versus taxonomic categorization on choice overload when choosing university classes. [Thesis]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49354

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

The Ohio State University

26. Rhodes, William C. The influence of generalized and specific expectancy upon categorization of cue-reinforcement sequences.

Degree: PhD, Graduate School, 1954, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486476025027427

Subjects/Keywords: Psychology; Expectation; Categorization

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

APA (6^th Edition):

Rhodes, W. C. (1954). The influence of generalized and specific expectancy upon categorization of cue-reinforcement sequences. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486476025027427

Chicago Manual of Style (16^th Edition):

Rhodes, William C. “The influence of generalized and specific expectancy upon categorization of cue-reinforcement sequences.” 1954. Doctoral Dissertation, The Ohio State University. Accessed February 26, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486476025027427.

MLA Handbook (7^th Edition):

Rhodes, William C. “The influence of generalized and specific expectancy upon categorization of cue-reinforcement sequences.” 1954. Web. 26 Feb 2020.

Vancouver:

Rhodes WC. The influence of generalized and specific expectancy upon categorization of cue-reinforcement sequences. [Internet] [Doctoral dissertation]. The Ohio State University; 1954. [cited 2020 Feb 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486476025027427.

Council of Science Editors:

Rhodes WC. The influence of generalized and specific expectancy upon categorization of cue-reinforcement sequences. [Doctoral Dissertation]. The Ohio State University; 1954. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486476025027427

University of Edinburgh

27. Beuls, Katrien M.B. Text Categorization for Intellectual Property: Comparing Balanced Winnow with SVM on Di fferent Document Representations.

Degree: 2009, University of Edinburgh

URL: http://hdl.handle.net/1842/3612

► This study investigates the effect of training different categorization algorithms on various patent document representations. The automation of knowledge and content management in the intellectual… (more)

Subjects/Keywords: Text categorization; SVM; Winnow; Patent documents

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APA (6^th Edition):

Beuls, K. M. B. (2009). Text Categorization for Intellectual Property: Comparing Balanced Winnow with SVM on Di fferent Document Representations. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3612

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

Chicago Manual of Style (16^th Edition):

Beuls, Katrien M B. “Text Categorization for Intellectual Property: Comparing Balanced Winnow with SVM on Di fferent Document Representations.” 2009. Thesis, University of Edinburgh. Accessed February 26, 2020. http://hdl.handle.net/1842/3612.

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

MLA Handbook (7^th Edition):

Beuls, Katrien M B. “Text Categorization for Intellectual Property: Comparing Balanced Winnow with SVM on Di fferent Document Representations.” 2009. Web. 26 Feb 2020.

Vancouver:

Beuls KMB. Text Categorization for Intellectual Property: Comparing Balanced Winnow with SVM on Di fferent Document Representations. [Internet] [Thesis]. University of Edinburgh; 2009. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/1842/3612.

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

Council of Science Editors:

Beuls KMB. Text Categorization for Intellectual Property: Comparing Balanced Winnow with SVM on Di fferent Document Representations. [Thesis]. University of Edinburgh; 2009. Available from: http://hdl.handle.net/1842/3612

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

The Ohio State University

28. Deng, Wei. The Role of Attention in the Development of Categorization.

Degree: PhD, Psychology, 2015, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1433508672

► Categorization is a critically important aspect of cognition: it enables recognition and differentiation of objects, people, and events, organizes our existing knowledge, and promotes generalization… (more)

▼ Categorization is a critically important aspect of cognition: it enables recognition and differentiation of objects, people, and events, organizes our existing knowledge, and promotes generalization in new situations. Although this ability appears early in development and it has important ramifications for the acquisition of other cognitive capacities, many questions regarding the development of categorization remain unanswered. How do people learn and represent categories? How does the way categories are learned affect the ways categories are represented? And how do category representations change in the course of development and learning? The current project, consisting of six experiments, attempted to answer these questions by focusing on the role of attention in the development of category learning and category representation. First, in Experiment 1, 4-year-olds, 6-year-olds, and adults were trained with either a classification task or an inference task and their categorization performance and memory for items were tested. Adults and 6-year-olds exhibited an important asymmetry: they relied on a single deterministic (D) feature during classification training, but not during inference training. In contrast, regardless of the learning regime, 4-year-olds relied on multiple probabilistic (P) features. Second, in Experiments 2-4, 4-year-olds and adults were trained with a classification task and their attention was attracted to the D feature (Experiment 3) or P features (Experiment 4). There was also a baseline (Experiment 2), where no attention manipulation was introduced. There was an important dissociation between categorization and recognition memory. In terms of categorization responses, children and adults were responsive to manipulations. However, important differences transpired with respect to category representation, as evidenced by recognition memory. Adults, unless told otherwise in Experiment 4, tended to extract the D feature and form a rule-based representation. In contrast, regardless of their categorization performance, young children tended to encode multi-feature information and form a similarity-based representation. These results point to an important developmental difference in the pattern of attention: Whereas adults attend selectively to what they deem to be category-relevant, young children attend diffusely. Importantly, more efficient selective attention in adults was accompanied by worse memory of the to-be-ignored features than of the to-be-attended features, whereas less efficient diffused attention in children was accompanied by equally good memory of both to-be-attended and to-be-ignored features. Finally, Experiments 5-6 further examined the role of attention in categorization by focusing on the role of words and dynamic visual features in category learning in 8- to 12- month infants. Infants were familiarized with exemplars from one category in a label-defined or motion-defined condition and then tested with prototypes from the studied category and from a novel contrast category. Eye… Advisors/Committee Members: Sloutsky, Vladimir (Advisor).

Subjects/Keywords: Psychology; Psychology, Cognitive Development, Categorization, Attention

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

APA (6^th Edition):

Deng, W. (2015). The Role of Attention in the Development of Categorization. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1433508672

Chicago Manual of Style (16^th Edition):

Deng, Wei. “The Role of Attention in the Development of Categorization.” 2015. Doctoral Dissertation, The Ohio State University. Accessed February 26, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1433508672.

MLA Handbook (7^th Edition):

Deng, Wei. “The Role of Attention in the Development of Categorization.” 2015. Web. 26 Feb 2020.

Vancouver:

Deng W. The Role of Attention in the Development of Categorization. [Internet] [Doctoral dissertation]. The Ohio State University; 2015. [cited 2020 Feb 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1433508672.

Council of Science Editors:

Deng W. The Role of Attention in the Development of Categorization. [Doctoral Dissertation]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1433508672

Leiden University

29. Bragado Manzo, Zaida. L1 Influence on Semantic Categorization in a Second Language.

Degree: 2017, Leiden University

URL: http://hdl.handle.net/1887/53198

► This study examines L2 learners’ ability to distinguish category boundaries in two languages that differ in their semantic categorization and range of application. L1 Spanish… (more)

Subjects/Keywords: semantic categorization; SLA; language transfer; Spanish-English

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

APA (6^th Edition):

Bragado Manzo, Z. (2017). L1 Influence on Semantic Categorization in a Second Language. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/53198

Chicago Manual of Style (16^th Edition):

Bragado Manzo, Zaida. “L1 Influence on Semantic Categorization in a Second Language.” 2017. Masters Thesis, Leiden University. Accessed February 26, 2020. http://hdl.handle.net/1887/53198.

MLA Handbook (7^th Edition):

Bragado Manzo, Zaida. “L1 Influence on Semantic Categorization in a Second Language.” 2017. Web. 26 Feb 2020.

Vancouver:

Bragado Manzo Z. L1 Influence on Semantic Categorization in a Second Language. [Internet] [Masters thesis]. Leiden University; 2017. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/1887/53198.

Council of Science Editors:

Bragado Manzo Z. L1 Influence on Semantic Categorization in a Second Language. [Masters Thesis]. Leiden University; 2017. Available from: http://hdl.handle.net/1887/53198

University of Hawaii

30. Brandt, Mary Elizabeth. Effects of typicality on recall and clustering in a free recall task : a developmental study.

Degree: 2009, University of Hawaii

URL: http://hdl.handle.net/10125/10182

►

Typescript (photocopy)

Bibliography: leaves 82-88.

Microfiche.

ix, 88 leaves, bound ill. 28 cm

This study was designed to explore the effects of semantic typicality of… (more)

▼

Typescript (photocopy)

Bibliography: leaves 82-88.

Microfiche.

ix, 88 leaves, bound ill. 28 cm

This study was designed to explore the effects of semantic typicality of category members upon first and third graders' recall and clustering in a multi-trial free recall task. In Experiment 1, members of 5 superordinate categories were elicited directly from 32 first grade and 33 third grade children using a category item production task. Size, diversity, and agreement among the category items were examined by age and category. Children of both age groups exhibited large, diverse, and non-idiosyncratic category conceptual schemes and no age differences occurred in number, diversity, and extent of agreement among category members first retrieved from long term memory. From among the age-appropriate category members, prototypical and nonprototypical items were selected to form all prototypical, all nonprototypical, and mixed (i.e., prototypical and nonprototypical) recall lists for the three list conditions of the free recall task used in Experiment 2. Sixty children (30 first and 30 third graders of the same ages, background, and school as the children in Experiment 1) were alternately assigned to one of the three age-approriate list conditions of Experiment 2. The items in each list condition were randomly ordered for each of the five free recall trials with the restriction that no two items from the same category were adjacent and that each trial began and ended with different items. Order of presentation of the five randomized lists was constant across children within each list condition. The number of items recalled and the extent of category clustering were examined. There were no significant age differences in recall and clustering with the all prototypical lists and the all nonprototypical lists. First grade children recalled as many items as third grade children and clustered their recall to the same extent as third grade children with these two types of lists. For both ages, the all prototypical list condition resulted in the highest recall and highest clustering of the three list conditions. In the all nonprototypical list condition, neither age group categorically clustered their recall. In the mixed condition, the well established age-related differences in recall and clustering occurred. Third graders recalled significantly more items and tended to have higher cluster scores, and significantly higher scores on the last two trials, than first graders. Examination of repetitions and intrusions in recall within the mixed list condition indicated that the older children used more effective retrieval cues than the younger. children, while the younger children had almost twice as many poor retrieval cues than the older children. By manipulating semantic typicality of age-appropriate' categories and items, age-differences can be either produced or eliminated. These results suggest that: (1) Past free recall studies which reported significant age differences may have used mixed typicality lists and thus may…

Subjects/Keywords: Recollection (Psychology); Categorization (Psychology); Memory in children

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

APA (6^th Edition):

Brandt, M. E. (2009). Effects of typicality on recall and clustering in a free recall task : a developmental study. (Thesis). University of Hawaii. Retrieved from http://hdl.handle.net/10125/10182

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

Chicago Manual of Style (16^th Edition):

Brandt, Mary Elizabeth. “Effects of typicality on recall and clustering in a free recall task : a developmental study.” 2009. Thesis, University of Hawaii. Accessed February 26, 2020. http://hdl.handle.net/10125/10182.

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

MLA Handbook (7^th Edition):

Brandt, Mary Elizabeth. “Effects of typicality on recall and clustering in a free recall task : a developmental study.” 2009. Web. 26 Feb 2020.

Vancouver:

Brandt ME. Effects of typicality on recall and clustering in a free recall task : a developmental study. [Internet] [Thesis]. University of Hawaii; 2009. [cited 2020 Feb 26]. Available from: http://hdl.handle.net/10125/10182.

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

Council of Science Editors:

Brandt ME. Effects of typicality on recall and clustering in a free recall task : a developmental study. [Thesis]. University of Hawaii; 2009. Available from: http://hdl.handle.net/10125/10182

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

Open Access Theses and Dissertations