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You searched for subject:(Category learning). Showing records 1 – 30 of 65 total matches.

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University of New South Wales

1. Heffernan, Megan Mary. An examination of the processes underlying probabilistic category learning.

Degree: Psychology, 2010, University of New South Wales

 This thesis examined the role of procedural learning in human probabilistic category learning (PCL). It was proposed that there was a lack of clear behavioural… (more)

Subjects/Keywords: Category learning

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APA (6th Edition):

Heffernan, M. M. (2010). An examination of the processes underlying probabilistic category learning. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/44760 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:8059/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Heffernan, Megan Mary. “An examination of the processes underlying probabilistic category learning.” 2010. Doctoral Dissertation, University of New South Wales. Accessed February 21, 2020. http://handle.unsw.edu.au/1959.4/44760 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:8059/SOURCE02?view=true.

MLA Handbook (7th Edition):

Heffernan, Megan Mary. “An examination of the processes underlying probabilistic category learning.” 2010. Web. 21 Feb 2020.

Vancouver:

Heffernan MM. An examination of the processes underlying probabilistic category learning. [Internet] [Doctoral dissertation]. University of New South Wales; 2010. [cited 2020 Feb 21]. Available from: http://handle.unsw.edu.au/1959.4/44760 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:8059/SOURCE02?view=true.

Council of Science Editors:

Heffernan MM. An examination of the processes underlying probabilistic category learning. [Doctoral Dissertation]. University of New South Wales; 2010. Available from: http://handle.unsw.edu.au/1959.4/44760 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:8059/SOURCE02?view=true


University of Edinburgh

2. Tropé, Anaïs. The Relative Effectiveness Of Preceding And Succeeding Morphological Cues in Category Learning By 2-Year Old Children.

Degree: 2013, University of Edinburgh

 Research on the differential role of preceding and succeeding morphological cues in category learning by adults has uncovered a suffixing preference. The present study investigated… (more)

Subjects/Keywords: morphology; category learning

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APA (6th Edition):

Tropé, A. (2013). The Relative Effectiveness Of Preceding And Succeeding Morphological Cues in Category Learning By 2-Year Old Children. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8629

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):

Tropé, Anaïs. “The Relative Effectiveness Of Preceding And Succeeding Morphological Cues in Category Learning By 2-Year Old Children.” 2013. Thesis, University of Edinburgh. Accessed February 21, 2020. http://hdl.handle.net/1842/8629.

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

MLA Handbook (7th Edition):

Tropé, Anaïs. “The Relative Effectiveness Of Preceding And Succeeding Morphological Cues in Category Learning By 2-Year Old Children.” 2013. Web. 21 Feb 2020.

Vancouver:

Tropé A. The Relative Effectiveness Of Preceding And Succeeding Morphological Cues in Category Learning By 2-Year Old Children. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/1842/8629.

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

Council of Science Editors:

Tropé A. The Relative Effectiveness Of Preceding And Succeeding Morphological Cues in Category Learning By 2-Year Old Children. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8629

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


University of Illinois – Urbana-Champaign

3. Jung, Wookyoung. Learning and representation of relational categories.

Degree: PhD, 0338, 2014, University of Illinois – Urbana-Champaign

 Relation-based category learning is based on very different principles than feature-based category learning. It has been shown that relational categories are learned by a process… (more)

Subjects/Keywords: Relational category learning; Featural category learning; Category learning; Schema induction; Relational invariants; Dual task; Category learning algorithms

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APA (6th Edition):

Jung, W. (2014). Learning and representation of relational categories. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/46904

Chicago Manual of Style (16th Edition):

Jung, Wookyoung. “Learning and representation of relational categories.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 21, 2020. http://hdl.handle.net/2142/46904.

MLA Handbook (7th Edition):

Jung, Wookyoung. “Learning and representation of relational categories.” 2014. Web. 21 Feb 2020.

Vancouver:

Jung W. Learning and representation of relational categories. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/2142/46904.

Council of Science Editors:

Jung W. Learning and representation of relational categories. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/46904


University of Texas – Austin

4. Yi, Han-Gyol. The role of corticostriatal loops in auditory category learning.

Degree: PhD, Communication Sciences and Disorders, 2017, University of Texas – Austin

 Sounds can signal danger (e.g., roar of a lion), pleasure, (e.g., music), or carry linguistic relevance (e.g. speech). For sounds to guide behavior, the complex… (more)

Subjects/Keywords: Category learning; Auditory; Corticostriatal loops

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APA (6th Edition):

Yi, H. (2017). The role of corticostriatal loops in auditory category learning. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62983

Chicago Manual of Style (16th Edition):

Yi, Han-Gyol. “The role of corticostriatal loops in auditory category learning.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed February 21, 2020. http://hdl.handle.net/2152/62983.

MLA Handbook (7th Edition):

Yi, Han-Gyol. “The role of corticostriatal loops in auditory category learning.” 2017. Web. 21 Feb 2020.

Vancouver:

Yi H. The role of corticostriatal loops in auditory category learning. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/2152/62983.

Council of Science Editors:

Yi H. The role of corticostriatal loops in auditory category learning. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62983


UCLA

5. Birnbaum, Monica Sachiko. Understanding and Optimizing the Inductive Learning of Categories and Concepts.

Degree: Psychology, 2013, UCLA

 Inductive learning refers to learning categories and concepts from exemplars of those categories or concepts. Such learning, which is a fundamental component of human cognition,… (more)

Subjects/Keywords: Cognitive psychology; Category learning; Inductive learning

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APA (6th Edition):

Birnbaum, M. S. (2013). Understanding and Optimizing the Inductive Learning of Categories and Concepts. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/8396m4g0

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):

Birnbaum, Monica Sachiko. “Understanding and Optimizing the Inductive Learning of Categories and Concepts.” 2013. Thesis, UCLA. Accessed February 21, 2020. http://www.escholarship.org/uc/item/8396m4g0.

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

MLA Handbook (7th Edition):

Birnbaum, Monica Sachiko. “Understanding and Optimizing the Inductive Learning of Categories and Concepts.” 2013. Web. 21 Feb 2020.

Vancouver:

Birnbaum MS. Understanding and Optimizing the Inductive Learning of Categories and Concepts. [Internet] [Thesis]. UCLA; 2013. [cited 2020 Feb 21]. Available from: http://www.escholarship.org/uc/item/8396m4g0.

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

Council of Science Editors:

Birnbaum MS. Understanding and Optimizing the Inductive Learning of Categories and Concepts. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/8396m4g0

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

6. Feldman, Naomi H. Interactions between word and speech sound categorization in language acquisition.

Degree: PhD, Cognitive Sciences, 2011, Brown University

 Infants learn to segment words from fluent speech during the same period as they learn native language phonetic categories, yet accounts of phonetic category acquisition… (more)

Subjects/Keywords: language acquisition; phonetic category learning; Bayesian inference

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APA (6th Edition):

Feldman, N. H. (2011). Interactions between word and speech sound categorization in language acquisition. (Doctoral Dissertation). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:11219/

Chicago Manual of Style (16th Edition):

Feldman, Naomi H. “Interactions between word and speech sound categorization in language acquisition.” 2011. Doctoral Dissertation, Brown University. Accessed February 21, 2020. https://repository.library.brown.edu/studio/item/bdr:11219/.

MLA Handbook (7th Edition):

Feldman, Naomi H. “Interactions between word and speech sound categorization in language acquisition.” 2011. Web. 21 Feb 2020.

Vancouver:

Feldman NH. Interactions between word and speech sound categorization in language acquisition. [Internet] [Doctoral dissertation]. Brown University; 2011. [cited 2020 Feb 21]. Available from: https://repository.library.brown.edu/studio/item/bdr:11219/.

Council of Science Editors:

Feldman NH. Interactions between word and speech sound categorization in language acquisition. [Doctoral Dissertation]. Brown University; 2011. Available from: https://repository.library.brown.edu/studio/item/bdr:11219/


Miami University

7. Carlson, Krista D. The Impact of Working Memory Capacity on Category Learning.

Degree: MA, Psychology, 2009, Miami University

 The current study investigated the influence of working memory (WM) capacity on ability to learn rule-based (RB) and information-integration (II) categories. Using stimuli varying on… (more)

Subjects/Keywords: Psychology; Working memory; Category Learning; Individual Differences

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APA (6th Edition):

Carlson, K. D. (2009). The Impact of Working Memory Capacity on Category Learning. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1260204364

Chicago Manual of Style (16th Edition):

Carlson, Krista D. “The Impact of Working Memory Capacity on Category Learning.” 2009. Masters Thesis, Miami University. Accessed February 21, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1260204364.

MLA Handbook (7th Edition):

Carlson, Krista D. “The Impact of Working Memory Capacity on Category Learning.” 2009. Web. 21 Feb 2020.

Vancouver:

Carlson KD. The Impact of Working Memory Capacity on Category Learning. [Internet] [Masters thesis]. Miami University; 2009. [cited 2020 Feb 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1260204364.

Council of Science Editors:

Carlson KD. The Impact of Working Memory Capacity on Category Learning. [Masters Thesis]. Miami University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1260204364


Penn State University

8. Tam, Helen. Assessment of Error Processing and Category Learning in Children with ADHD.

Degree: MS, Psychology, 2011, Penn State University

 Previous studies have suggested that children with Attention Deficit Hyperactivity Disorder (ADHD) show greater difficulty processing error feedback information as compared to their same-aged peers.… (more)

Subjects/Keywords: ADHD; Post-error Slowing; Category Learning

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APA (6th Edition):

Tam, H. (2011). Assessment of Error Processing and Category Learning in Children with ADHD. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/14030

Chicago Manual of Style (16th Edition):

Tam, Helen. “Assessment of Error Processing and Category Learning in Children with ADHD.” 2011. Masters Thesis, Penn State University. Accessed February 21, 2020. https://etda.libraries.psu.edu/catalog/14030.

MLA Handbook (7th Edition):

Tam, Helen. “Assessment of Error Processing and Category Learning in Children with ADHD.” 2011. Web. 21 Feb 2020.

Vancouver:

Tam H. Assessment of Error Processing and Category Learning in Children with ADHD. [Internet] [Masters thesis]. Penn State University; 2011. [cited 2020 Feb 21]. Available from: https://etda.libraries.psu.edu/catalog/14030.

Council of Science Editors:

Tam H. Assessment of Error Processing and Category Learning in Children with ADHD. [Masters Thesis]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/14030


University of Toronto

9. Wharton-Shukster, Erika. The Development of Learning Across Levels of Abstraction.

Degree: 2018, University of Toronto

When we learn about the world around us, we not only process what makes items unique, we also notice consistencies across items. However, it is… (more)

Subjects/Keywords: Abstraction; Category learning; Development; Gist; Memory; 0621

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APA (6th Edition):

Wharton-Shukster, E. (2018). The Development of Learning Across Levels of Abstraction. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/91720

Chicago Manual of Style (16th Edition):

Wharton-Shukster, Erika. “The Development of Learning Across Levels of Abstraction.” 2018. Masters Thesis, University of Toronto. Accessed February 21, 2020. http://hdl.handle.net/1807/91720.

MLA Handbook (7th Edition):

Wharton-Shukster, Erika. “The Development of Learning Across Levels of Abstraction.” 2018. Web. 21 Feb 2020.

Vancouver:

Wharton-Shukster E. The Development of Learning Across Levels of Abstraction. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/1807/91720.

Council of Science Editors:

Wharton-Shukster E. The Development of Learning Across Levels of Abstraction. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91720


University of Western Ontario

10. Brashears, Bailey N. The Effects of Feature Verbalizablity and Indirect Feedback on Implicit Category Learning.

Degree: 2019, University of Western Ontario

 This study consisted of two experiments intended to investigate the effects of varying factors on the use of verbal and implicit classification systems when learning(more)

Subjects/Keywords: Category learning; COVIS theory; feature verbalizablity

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APA (6th Edition):

Brashears, B. N. (2019). The Effects of Feature Verbalizablity and Indirect Feedback on Implicit Category Learning. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/6289

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):

Brashears, Bailey N. “The Effects of Feature Verbalizablity and Indirect Feedback on Implicit Category Learning.” 2019. Thesis, University of Western Ontario. Accessed February 21, 2020. https://ir.lib.uwo.ca/etd/6289.

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

MLA Handbook (7th Edition):

Brashears, Bailey N. “The Effects of Feature Verbalizablity and Indirect Feedback on Implicit Category Learning.” 2019. Web. 21 Feb 2020.

Vancouver:

Brashears BN. The Effects of Feature Verbalizablity and Indirect Feedback on Implicit Category Learning. [Internet] [Thesis]. University of Western Ontario; 2019. [cited 2020 Feb 21]. Available from: https://ir.lib.uwo.ca/etd/6289.

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

Council of Science Editors:

Brashears BN. The Effects of Feature Verbalizablity and Indirect Feedback on Implicit Category Learning. [Thesis]. University of Western Ontario; 2019. Available from: https://ir.lib.uwo.ca/etd/6289

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

11. Rabi, Rahel R. Category Learning in Older Adulthood: Understanding and Reducing Age-Related Deficits.

Degree: 2016, University of Western Ontario

 Executive functions are important for learning rule-based (RB) categories, as well as non-rule-based (NRB) categories (e.g., categories learned implicitly, without a verbal rule). However, executive… (more)

Subjects/Keywords: Category learning; executive function; aging; explicit learning; implicit learning; Cognitive Psychology

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APA (6th Edition):

Rabi, R. R. (2016). Category Learning in Older Adulthood: Understanding and Reducing Age-Related Deficits. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4048

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):

Rabi, Rahel R. “Category Learning in Older Adulthood: Understanding and Reducing Age-Related Deficits.” 2016. Thesis, University of Western Ontario. Accessed February 21, 2020. https://ir.lib.uwo.ca/etd/4048.

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

MLA Handbook (7th Edition):

Rabi, Rahel R. “Category Learning in Older Adulthood: Understanding and Reducing Age-Related Deficits.” 2016. Web. 21 Feb 2020.

Vancouver:

Rabi RR. Category Learning in Older Adulthood: Understanding and Reducing Age-Related Deficits. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2020 Feb 21]. Available from: https://ir.lib.uwo.ca/etd/4048.

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

Council of Science Editors:

Rabi RR. Category Learning in Older Adulthood: Understanding and Reducing Age-Related Deficits. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/4048

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


University of Colorado

12. Sims, Clare Elizabeth. Toddlers’ Word and Category Learning from Video: Links Between Learning and the Screen Mediated Environment.

Degree: PhD, Psychology & Neuroscience, 2013, University of Colorado

  Screen media, such as television, videos, and computers, are an increasingly common environment for children’s learning, even among infants and toddlers. Prior research suggests,… (more)

Subjects/Keywords: category learning; screen media; word learning; Cognitive Psychology; Developmental Psychology

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APA (6th Edition):

Sims, C. E. (2013). Toddlers’ Word and Category Learning from Video: Links Between Learning and the Screen Mediated Environment. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/psyc_gradetds/39

Chicago Manual of Style (16th Edition):

Sims, Clare Elizabeth. “Toddlers’ Word and Category Learning from Video: Links Between Learning and the Screen Mediated Environment.” 2013. Doctoral Dissertation, University of Colorado. Accessed February 21, 2020. https://scholar.colorado.edu/psyc_gradetds/39.

MLA Handbook (7th Edition):

Sims, Clare Elizabeth. “Toddlers’ Word and Category Learning from Video: Links Between Learning and the Screen Mediated Environment.” 2013. Web. 21 Feb 2020.

Vancouver:

Sims CE. Toddlers’ Word and Category Learning from Video: Links Between Learning and the Screen Mediated Environment. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2020 Feb 21]. Available from: https://scholar.colorado.edu/psyc_gradetds/39.

Council of Science Editors:

Sims CE. Toddlers’ Word and Category Learning from Video: Links Between Learning and the Screen Mediated Environment. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/psyc_gradetds/39


Kent State University

13. Graham, Erin Nicole. The Role of Implicit Priming in the Acquisition and Processing of Complex Semantic Categories.

Degree: MA, College of Arts and Sciences / Department of Psychology, 2019, Kent State University

 The purpose of the presented experimental series was to evaluate the extent to which implicit knowledge can impact how individuals learn rule-based semantic categories. The… (more)

Subjects/Keywords: Psychology; priming; human category learning; implicit learning; semantic categories

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

APA (6th Edition):

Graham, E. N. (2019). The Role of Implicit Priming in the Acquisition and Processing of Complex Semantic Categories. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1559132722298381

Chicago Manual of Style (16th Edition):

Graham, Erin Nicole. “The Role of Implicit Priming in the Acquisition and Processing of Complex Semantic Categories.” 2019. Masters Thesis, Kent State University. Accessed February 21, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1559132722298381.

MLA Handbook (7th Edition):

Graham, Erin Nicole. “The Role of Implicit Priming in the Acquisition and Processing of Complex Semantic Categories.” 2019. Web. 21 Feb 2020.

Vancouver:

Graham EN. The Role of Implicit Priming in the Acquisition and Processing of Complex Semantic Categories. [Internet] [Masters thesis]. Kent State University; 2019. [cited 2020 Feb 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1559132722298381.

Council of Science Editors:

Graham EN. The Role of Implicit Priming in the Acquisition and Processing of Complex Semantic Categories. [Masters Thesis]. Kent State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1559132722298381


Miami University

14. DeCaro, Marci Sammons. Choking Under Pressure: Multiple Routes to Skill Failure.

Degree: PhD, Psychology, 2009, Miami University

 Choking under pressure has largely been explained by two different classes of theories. Distraction theories propose that pressure-induced failure occurs because attention needed to perform… (more)

Subjects/Keywords: Psychology; pressure; stress; attention; working memory; category learning; categorization

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APA (6th Edition):

DeCaro, M. S. (2009). Choking Under Pressure: Multiple Routes to Skill Failure. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1247880814

Chicago Manual of Style (16th Edition):

DeCaro, Marci Sammons. “Choking Under Pressure: Multiple Routes to Skill Failure.” 2009. Doctoral Dissertation, Miami University. Accessed February 21, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1247880814.

MLA Handbook (7th Edition):

DeCaro, Marci Sammons. “Choking Under Pressure: Multiple Routes to Skill Failure.” 2009. Web. 21 Feb 2020.

Vancouver:

DeCaro MS. Choking Under Pressure: Multiple Routes to Skill Failure. [Internet] [Doctoral dissertation]. Miami University; 2009. [cited 2020 Feb 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1247880814.

Council of Science Editors:

DeCaro MS. Choking Under Pressure: Multiple Routes to Skill Failure. [Doctoral Dissertation]. Miami University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1247880814


University of California – Riverside

15. LaShell, Patrick J. What's in a Rule: Two-Dimensional Rule Use in Category Learning.

Degree: Psychology, 2010, University of California – Riverside

 Current theories of rules in category learning define rules as one-dimensional boundaries. However, recent evidence suggests that rules may also be two-dimensional boundaries. Four experiments… (more)

Subjects/Keywords: Psychology, Cognitive; ATRIUM; category-learning; classification; mathematical modeling; rule-use

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APA (6th Edition):

LaShell, P. J. (2010). What's in a Rule: Two-Dimensional Rule Use in Category Learning. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/70x2x6wk

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):

LaShell, Patrick J. “What's in a Rule: Two-Dimensional Rule Use in Category Learning.” 2010. Thesis, University of California – Riverside. Accessed February 21, 2020. http://www.escholarship.org/uc/item/70x2x6wk.

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

MLA Handbook (7th Edition):

LaShell, Patrick J. “What's in a Rule: Two-Dimensional Rule Use in Category Learning.” 2010. Web. 21 Feb 2020.

Vancouver:

LaShell PJ. What's in a Rule: Two-Dimensional Rule Use in Category Learning. [Internet] [Thesis]. University of California – Riverside; 2010. [cited 2020 Feb 21]. Available from: http://www.escholarship.org/uc/item/70x2x6wk.

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

Council of Science Editors:

LaShell PJ. What's in a Rule: Two-Dimensional Rule Use in Category Learning. [Thesis]. University of California – Riverside; 2010. Available from: http://www.escholarship.org/uc/item/70x2x6wk

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

16. Miyatsu, Toshiya. Utilizing Multiple-level Category Information to Enhance Category Learning: Theoretical and practical considerations in application to authentic natural categories.

Degree: MA(AM/MA), Psychology, 2016, Washington University in St. Louis

Category learning is ubiquitous in science education. From botany courses teaching to identify different types of plants to geology courses teaching to distinguish various types… (more)

Subjects/Keywords: Category learning; Education; Psychology

…ABSTRACT Utilizing Multiple-level Category Information to Enhance Category Learning… …2016 Professor Mark McDaniel, Chair Category learning is ubiquitous in science education… …teaching to distinguish various types of rocks, examples of category learning being a core of a… …current project examined whether category learning at a broad level (i.e., distinguishing… …from a same category. Therefore successful learning of natural categories requires learners… 

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

APA (6th Edition):

Miyatsu, T. (2016). Utilizing Multiple-level Category Information to Enhance Category Learning: Theoretical and practical considerations in application to authentic natural categories. (Thesis). Washington University in St. Louis. Retrieved from https://openscholarship.wustl.edu/art_sci_etds/820

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):

Miyatsu, Toshiya. “Utilizing Multiple-level Category Information to Enhance Category Learning: Theoretical and practical considerations in application to authentic natural categories.” 2016. Thesis, Washington University in St. Louis. Accessed February 21, 2020. https://openscholarship.wustl.edu/art_sci_etds/820.

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

MLA Handbook (7th Edition):

Miyatsu, Toshiya. “Utilizing Multiple-level Category Information to Enhance Category Learning: Theoretical and practical considerations in application to authentic natural categories.” 2016. Web. 21 Feb 2020.

Vancouver:

Miyatsu T. Utilizing Multiple-level Category Information to Enhance Category Learning: Theoretical and practical considerations in application to authentic natural categories. [Internet] [Thesis]. Washington University in St. Louis; 2016. [cited 2020 Feb 21]. Available from: https://openscholarship.wustl.edu/art_sci_etds/820.

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

Council of Science Editors:

Miyatsu T. Utilizing Multiple-level Category Information to Enhance Category Learning: Theoretical and practical considerations in application to authentic natural categories. [Thesis]. Washington University in St. Louis; 2016. Available from: https://openscholarship.wustl.edu/art_sci_etds/820

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


University of California – San Diego

17. Lau, Sin-Heng. Learning to Categorize Objects.

Degree: Psychology, 2019, University of California – San Diego

 Many people perform societally important categorization tasks as their full-time jobs, such as airport security personnel checking baggage, and dermatologists deciding whether skin moles are… (more)

Subjects/Keywords: Cognitive psychology; Categorization; Category Learning; Overshadowing effect; Visual Search

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

APA (6th Edition):

Lau, S. (2019). Learning to Categorize Objects. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/6pn447n9

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):

Lau, Sin-Heng. “Learning to Categorize Objects.” 2019. Thesis, University of California – San Diego. Accessed February 21, 2020. http://www.escholarship.org/uc/item/6pn447n9.

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

MLA Handbook (7th Edition):

Lau, Sin-Heng. “Learning to Categorize Objects.” 2019. Web. 21 Feb 2020.

Vancouver:

Lau S. Learning to Categorize Objects. [Internet] [Thesis]. University of California – San Diego; 2019. [cited 2020 Feb 21]. Available from: http://www.escholarship.org/uc/item/6pn447n9.

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

Council of Science Editors:

Lau S. Learning to Categorize Objects. [Thesis]. University of California – San Diego; 2019. Available from: http://www.escholarship.org/uc/item/6pn447n9

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


University of Edinburgh

18. Frermann, Lea. Bayesian models of category acquisition and meaning development.

Degree: PhD, 2017, University of Edinburgh

 The ability to organize concepts (e.g., dog, chair) into efficient mental representations, i.e., categories (e.g., animal, furniture) is a fundamental mechanism which allows humans to… (more)

Subjects/Keywords: 004.01; Bayesian modeling; computational cognitively modelling; incremental learning; categorization; category acquisition

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APA (6th Edition):

Frermann, L. (2017). Bayesian models of category acquisition and meaning development. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/25379

Chicago Manual of Style (16th Edition):

Frermann, Lea. “Bayesian models of category acquisition and meaning development.” 2017. Doctoral Dissertation, University of Edinburgh. Accessed February 21, 2020. http://hdl.handle.net/1842/25379.

MLA Handbook (7th Edition):

Frermann, Lea. “Bayesian models of category acquisition and meaning development.” 2017. Web. 21 Feb 2020.

Vancouver:

Frermann L. Bayesian models of category acquisition and meaning development. [Internet] [Doctoral dissertation]. University of Edinburgh; 2017. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/1842/25379.

Council of Science Editors:

Frermann L. Bayesian models of category acquisition and meaning development. [Doctoral Dissertation]. University of Edinburgh; 2017. Available from: http://hdl.handle.net/1842/25379


University of Colorado

19. Corral, Daniel. Building Conceptual Filters: Forming Clean Representations Through Early Categorization.

Degree: MA, Psychology & Neuroscience, 2013, University of Colorado

  In rule-contingent tasks (e.g., mathematics or physics), the correct rule depends on the type of scenario that is encountered. In such instances, it can… (more)

Subjects/Keywords: Category Learning; Concept Representations; knowledge partitioning; rule-contingent task; Cognitive Psychology

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APA (6th Edition):

Corral, D. (2013). Building Conceptual Filters: Forming Clean Representations Through Early Categorization. (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/psyc_gradetds/58

Chicago Manual of Style (16th Edition):

Corral, Daniel. “Building Conceptual Filters: Forming Clean Representations Through Early Categorization.” 2013. Masters Thesis, University of Colorado. Accessed February 21, 2020. https://scholar.colorado.edu/psyc_gradetds/58.

MLA Handbook (7th Edition):

Corral, Daniel. “Building Conceptual Filters: Forming Clean Representations Through Early Categorization.” 2013. Web. 21 Feb 2020.

Vancouver:

Corral D. Building Conceptual Filters: Forming Clean Representations Through Early Categorization. [Internet] [Masters thesis]. University of Colorado; 2013. [cited 2020 Feb 21]. Available from: https://scholar.colorado.edu/psyc_gradetds/58.

Council of Science Editors:

Corral D. Building Conceptual Filters: Forming Clean Representations Through Early Categorization. [Masters Thesis]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/psyc_gradetds/58


University of South Florida

20. MacKendrick, Alex. Interleaved Effects in Inductive Category Learning: The Role of Memory Retention.

Degree: 2015, University of South Florida

 Interleaved effects are widely documented. Research demonstrates that interleaved presentation orders, as opposed to blocked orders typically benefit inductive category learning. What drives interleaved effects… (more)

Subjects/Keywords: interleaving; memory retention; discrimination; spacing; category learning; Cognitive Psychology; Educational Psychology

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APA (6th Edition):

MacKendrick, A. (2015). Interleaved Effects in Inductive Category Learning: The Role of Memory Retention. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5846

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):

MacKendrick, Alex. “Interleaved Effects in Inductive Category Learning: The Role of Memory Retention.” 2015. Thesis, University of South Florida. Accessed February 21, 2020. https://scholarcommons.usf.edu/etd/5846.

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

MLA Handbook (7th Edition):

MacKendrick, Alex. “Interleaved Effects in Inductive Category Learning: The Role of Memory Retention.” 2015. Web. 21 Feb 2020.

Vancouver:

MacKendrick A. Interleaved Effects in Inductive Category Learning: The Role of Memory Retention. [Internet] [Thesis]. University of South Florida; 2015. [cited 2020 Feb 21]. Available from: https://scholarcommons.usf.edu/etd/5846.

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

Council of Science Editors:

MacKendrick A. Interleaved Effects in Inductive Category Learning: The Role of Memory Retention. [Thesis]. University of South Florida; 2015. Available from: https://scholarcommons.usf.edu/etd/5846

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


University of Exeter

21. Carpenter, Kathryn Louise. An examination of the neural correlates and behavioural phenomena of category learning.

Degree: PhD, 2017, University of Exeter

 This thesis investigates the neurobiological pathways that underpin learning of visual categories, and the behaviour associated with these neural systems. The work contains two strands.… (more)

Subjects/Keywords: 153.1; Category learning; Prototype effect; COVIS; tDCS; MRI; Behaviour

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APA (6th Edition):

Carpenter, K. L. (2017). An examination of the neural correlates and behavioural phenomena of category learning. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/28194

Chicago Manual of Style (16th Edition):

Carpenter, Kathryn Louise. “An examination of the neural correlates and behavioural phenomena of category learning.” 2017. Doctoral Dissertation, University of Exeter. Accessed February 21, 2020. http://hdl.handle.net/10871/28194.

MLA Handbook (7th Edition):

Carpenter, Kathryn Louise. “An examination of the neural correlates and behavioural phenomena of category learning.” 2017. Web. 21 Feb 2020.

Vancouver:

Carpenter KL. An examination of the neural correlates and behavioural phenomena of category learning. [Internet] [Doctoral dissertation]. University of Exeter; 2017. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10871/28194.

Council of Science Editors:

Carpenter KL. An examination of the neural correlates and behavioural phenomena of category learning. [Doctoral Dissertation]. University of Exeter; 2017. Available from: http://hdl.handle.net/10871/28194


University of Waterloo

22. Rohani-Tabatabai, Mina. Effects of Category Structures on Learning and Communication of the Learned Categories.

Degree: 2014, University of Waterloo

 Communication is an essential part of our life, and is tightly connected to our knowledge. We communicate about what we know, and form our knowledge… (more)

Subjects/Keywords: communication; Category Learning; Categorical Knowledge; Knowledge Differences in Communication

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APA (6th Edition):

Rohani-Tabatabai, M. (2014). Effects of Category Structures on Learning and Communication of the Learned Categories. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/8568

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):

Rohani-Tabatabai, Mina. “Effects of Category Structures on Learning and Communication of the Learned Categories.” 2014. Thesis, University of Waterloo. Accessed February 21, 2020. http://hdl.handle.net/10012/8568.

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

MLA Handbook (7th Edition):

Rohani-Tabatabai, Mina. “Effects of Category Structures on Learning and Communication of the Learned Categories.” 2014. Web. 21 Feb 2020.

Vancouver:

Rohani-Tabatabai M. Effects of Category Structures on Learning and Communication of the Learned Categories. [Internet] [Thesis]. University of Waterloo; 2014. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10012/8568.

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

Council of Science Editors:

Rohani-Tabatabai M. Effects of Category Structures on Learning and Communication of the Learned Categories. [Thesis]. University of Waterloo; 2014. Available from: http://hdl.handle.net/10012/8568

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

23. LU XINYI. THE EFFECT OF INTERLEAVED PRESENTATION ON CATEGORY LEARNING.

Degree: 2017, National University of Singapore

Subjects/Keywords: interleaving; learning; memory; category; psychology

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APA (6th Edition):

XINYI, L. (2017). THE EFFECT OF INTERLEAVED PRESENTATION ON CATEGORY LEARNING. (Thesis). National University of Singapore. Retrieved from http://scholarbank.nus.edu.sg/handle/10635/137523

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):

XINYI, LU. “THE EFFECT OF INTERLEAVED PRESENTATION ON CATEGORY LEARNING.” 2017. Thesis, National University of Singapore. Accessed February 21, 2020. http://scholarbank.nus.edu.sg/handle/10635/137523.

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

MLA Handbook (7th Edition):

XINYI, LU. “THE EFFECT OF INTERLEAVED PRESENTATION ON CATEGORY LEARNING.” 2017. Web. 21 Feb 2020.

Vancouver:

XINYI L. THE EFFECT OF INTERLEAVED PRESENTATION ON CATEGORY LEARNING. [Internet] [Thesis]. National University of Singapore; 2017. [cited 2020 Feb 21]. Available from: http://scholarbank.nus.edu.sg/handle/10635/137523.

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

Council of Science Editors:

XINYI L. THE EFFECT OF INTERLEAVED PRESENTATION ON CATEGORY LEARNING. [Thesis]. National University of Singapore; 2017. Available from: http://scholarbank.nus.edu.sg/handle/10635/137523

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

24. Remick, Olga V. Learning to attend: Measuring sequential effects of feedback in overt visual attention during category learning.

Degree: PhD, Psychology, 2015, Georgia Tech

 Trial-level evidence for feedback sensitivity in fixations during category learning has been previously described as weak. In this dissertation, steps were taken to overcome some… (more)

Subjects/Keywords: Eye-movements; Category learning

…learners showed that speed and accuracy of learning a category generally decline as the number of… …categories. A standard procedure for observing category learning in laboratory conditions is the… …by a prospect that theoretical accounts of category learning can be evaluated using… …about category learning outcomes. Notwithstanding the similarities between eye-movements and… …causing category attributes. In a mathematical theory, attention is a part of a learning… 

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

APA (6th Edition):

Remick, O. V. (2015). Learning to attend: Measuring sequential effects of feedback in overt visual attention during category learning. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/54397

Chicago Manual of Style (16th Edition):

Remick, Olga V. “Learning to attend: Measuring sequential effects of feedback in overt visual attention during category learning.” 2015. Doctoral Dissertation, Georgia Tech. Accessed February 21, 2020. http://hdl.handle.net/1853/54397.

MLA Handbook (7th Edition):

Remick, Olga V. “Learning to attend: Measuring sequential effects of feedback in overt visual attention during category learning.” 2015. Web. 21 Feb 2020.

Vancouver:

Remick OV. Learning to attend: Measuring sequential effects of feedback in overt visual attention during category learning. [Internet] [Doctoral dissertation]. Georgia Tech; 2015. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/1853/54397.

Council of Science Editors:

Remick OV. Learning to attend: Measuring sequential effects of feedback in overt visual attention during category learning. [Doctoral Dissertation]. Georgia Tech; 2015. Available from: http://hdl.handle.net/1853/54397


Washington University in St. Louis

25. Miyatsu, Toshiya. Perceptual Precedence or Increased Effort?: On the mechanism of the small-picture-size advantage in category learning.

Degree: PhD, Psychology, 2019, Washington University in St. Louis

 I have previously identified a novel perceptual manipulation that enhances learning of some complex natural categories, and the current dissertation aims to uncover its mechanism.… (more)

Subjects/Keywords: attention, category learning, metacognition, stimulus size, visual perception; Psychology

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APA (6th Edition):

Miyatsu, T. (2019). Perceptual Precedence or Increased Effort?: On the mechanism of the small-picture-size advantage in category learning. (Doctoral Dissertation). Washington University in St. Louis. Retrieved from https://openscholarship.wustl.edu/art_sci_etds/2011

Chicago Manual of Style (16th Edition):

Miyatsu, Toshiya. “Perceptual Precedence or Increased Effort?: On the mechanism of the small-picture-size advantage in category learning.” 2019. Doctoral Dissertation, Washington University in St. Louis. Accessed February 21, 2020. https://openscholarship.wustl.edu/art_sci_etds/2011.

MLA Handbook (7th Edition):

Miyatsu, Toshiya. “Perceptual Precedence or Increased Effort?: On the mechanism of the small-picture-size advantage in category learning.” 2019. Web. 21 Feb 2020.

Vancouver:

Miyatsu T. Perceptual Precedence or Increased Effort?: On the mechanism of the small-picture-size advantage in category learning. [Internet] [Doctoral dissertation]. Washington University in St. Louis; 2019. [cited 2020 Feb 21]. Available from: https://openscholarship.wustl.edu/art_sci_etds/2011.

Council of Science Editors:

Miyatsu T. Perceptual Precedence or Increased Effort?: On the mechanism of the small-picture-size advantage in category learning. [Doctoral Dissertation]. Washington University in St. Louis; 2019. Available from: https://openscholarship.wustl.edu/art_sci_etds/2011


Colorado State University

26. Peterson, Erik J. Rewards are categories.

Degree: PhD, Psychology, 2007, Colorado State University

 The neural mechanisms of reinforcement learning are becoming increasingly clear following years of exciting and intense inquiry. However, due to their reliance on primary and… (more)

Subjects/Keywords: category; striatum; reinforcement learning; dopamine

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APA (6th Edition):

Peterson, E. J. (2007). Rewards are categories. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/71578

Chicago Manual of Style (16th Edition):

Peterson, Erik J. “Rewards are categories.” 2007. Doctoral Dissertation, Colorado State University. Accessed February 21, 2020. http://hdl.handle.net/10217/71578.

MLA Handbook (7th Edition):

Peterson, Erik J. “Rewards are categories.” 2007. Web. 21 Feb 2020.

Vancouver:

Peterson EJ. Rewards are categories. [Internet] [Doctoral dissertation]. Colorado State University; 2007. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10217/71578.

Council of Science Editors:

Peterson EJ. Rewards are categories. [Doctoral Dissertation]. Colorado State University; 2007. Available from: http://hdl.handle.net/10217/71578


Kent State University

27. Morehead, Kayla Elizabeth, Morehead. Sources of Individual Differences in Self-regulated Category Learning.

Degree: PhD, College of Arts and Sciences / Department of Psychology, 2019, Kent State University

 When people select material for study, they can make their selections based on how well they believe they have learned the material by selecting easier… (more)

Subjects/Keywords: Educational Psychology; Experimental Psychology; Cognitive Psychology; category learning; self-regulated learning; CLJs; metacognition; SRL

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APA (6th Edition):

Morehead, Kayla Elizabeth, M. (2019). Sources of Individual Differences in Self-regulated Category Learning. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1563456095222779

Chicago Manual of Style (16th Edition):

Morehead, Kayla Elizabeth, Morehead. “Sources of Individual Differences in Self-regulated Category Learning.” 2019. Doctoral Dissertation, Kent State University. Accessed February 21, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563456095222779.

MLA Handbook (7th Edition):

Morehead, Kayla Elizabeth, Morehead. “Sources of Individual Differences in Self-regulated Category Learning.” 2019. Web. 21 Feb 2020.

Vancouver:

Morehead, Kayla Elizabeth M. Sources of Individual Differences in Self-regulated Category Learning. [Internet] [Doctoral dissertation]. Kent State University; 2019. [cited 2020 Feb 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1563456095222779.

Council of Science Editors:

Morehead, Kayla Elizabeth M. Sources of Individual Differences in Self-regulated Category Learning. [Doctoral Dissertation]. Kent State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1563456095222779


University of Hawaii

28. Muszynski, Nicole M. Same/Different Concept Learning and Category Discrimination in Honeybees.

Degree: 2019, University of Hawaii

Subjects/Keywords: honeybees; learning; concept learning; category learning; same/different discrimination

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APA (6th Edition):

Muszynski, N. M. (2019). Same/Different Concept Learning and Category Discrimination in Honeybees. (Thesis). University of Hawaii. Retrieved from http://hdl.handle.net/10125/62751

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):

Muszynski, Nicole M. “Same/Different Concept Learning and Category Discrimination in Honeybees.” 2019. Thesis, University of Hawaii. Accessed February 21, 2020. http://hdl.handle.net/10125/62751.

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

MLA Handbook (7th Edition):

Muszynski, Nicole M. “Same/Different Concept Learning and Category Discrimination in Honeybees.” 2019. Web. 21 Feb 2020.

Vancouver:

Muszynski NM. Same/Different Concept Learning and Category Discrimination in Honeybees. [Internet] [Thesis]. University of Hawaii; 2019. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/10125/62751.

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

Council of Science Editors:

Muszynski NM. Same/Different Concept Learning and Category Discrimination in Honeybees. [Thesis]. University of Hawaii; 2019. Available from: http://hdl.handle.net/10125/62751

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


NSYSU

29. Lee, Yen-Hsien. An Evolution-based Approach to Support Effective Document-Category Management.

Degree: PhD, Information Management, 2005, NSYSU

 Observations of textual document management by individuals and organizations have suggested the popularity of using categories to organize, archive and access documents. The adequacy of… (more)

Subjects/Keywords: Ontology-based Category Evolution; Category Evolution; Ontology Learning; Category Hierarchy Evolution; Document-Category Management

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APA (6th Edition):

Lee, Y. (2005). An Evolution-based Approach to Support Effective Document-Category Management. (Doctoral Dissertation). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0810105-210000

Chicago Manual of Style (16th Edition):

Lee, Yen-Hsien. “An Evolution-based Approach to Support Effective Document-Category Management.” 2005. Doctoral Dissertation, NSYSU. Accessed February 21, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0810105-210000.

MLA Handbook (7th Edition):

Lee, Yen-Hsien. “An Evolution-based Approach to Support Effective Document-Category Management.” 2005. Web. 21 Feb 2020.

Vancouver:

Lee Y. An Evolution-based Approach to Support Effective Document-Category Management. [Internet] [Doctoral dissertation]. NSYSU; 2005. [cited 2020 Feb 21]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0810105-210000.

Council of Science Editors:

Lee Y. An Evolution-based Approach to Support Effective Document-Category Management. [Doctoral Dissertation]. NSYSU; 2005. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0810105-210000

30. Wang, Yongjia. Hierarchical Functional Category Learning for Efficient Value Function Approximation in Object-Based Environments.

Degree: PhD, Computer Science & Engineering, 2011, University of Michigan

 Creating autonomous long-lived agent that can robustly function in a complex object- based environment has been a persistent goal in the field of artificial intelligence.… (more)

Subjects/Keywords: Category Learning; Category Formation; Hierarchical Category; Functional Category; Cognitive Architecture; Intelligent Agent; Computer Science; Engineering

…hierarchical category learning. On the other hand, it provides a utility based category learning… …model that offers new computational insights to human category learning behaviors. xi… …object category learning is believed to be an important cognitive capability for general human… …intelligence. In cognitive psychology, the study of category learning has been a prominent area. Many… …theories and cognitive models of category learning have been developed, including: rule-based… 

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

APA (6th Edition):

Wang, Y. (2011). Hierarchical Functional Category Learning for Efficient Value Function Approximation in Object-Based Environments. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/84437

Chicago Manual of Style (16th Edition):

Wang, Yongjia. “Hierarchical Functional Category Learning for Efficient Value Function Approximation in Object-Based Environments.” 2011. Doctoral Dissertation, University of Michigan. Accessed February 21, 2020. http://hdl.handle.net/2027.42/84437.

MLA Handbook (7th Edition):

Wang, Yongjia. “Hierarchical Functional Category Learning for Efficient Value Function Approximation in Object-Based Environments.” 2011. Web. 21 Feb 2020.

Vancouver:

Wang Y. Hierarchical Functional Category Learning for Efficient Value Function Approximation in Object-Based Environments. [Internet] [Doctoral dissertation]. University of Michigan; 2011. [cited 2020 Feb 21]. Available from: http://hdl.handle.net/2027.42/84437.

Council of Science Editors:

Wang Y. Hierarchical Functional Category Learning for Efficient Value Function Approximation in Object-Based Environments. [Doctoral Dissertation]. University of Michigan; 2011. Available from: http://hdl.handle.net/2027.42/84437

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