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You searched for subject:(Cognitive learning). Showing records 1 – 30 of 1455 total matches.

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University of Georgia

1. Leonard, Kristi Ann. The effect of Internet-based multimedia reading environments on undergraduate students' reading comprehension.

Degree: PhD, Instructional Technology, 2010, University of Georgia

 This study investigated the application of the cognitive theory of multimedia learning’s multimedia principle on reading comprehension, specifically in Internet-based reading environments with undergraduate students.… (more)

Subjects/Keywords: Cognitive theory of multimedia learning

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APA (6th Edition):

Leonard, K. A. (2010). The effect of Internet-based multimedia reading environments on undergraduate students' reading comprehension. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/leonard_kristi_a_201005_phd

Chicago Manual of Style (16th Edition):

Leonard, Kristi Ann. “The effect of Internet-based multimedia reading environments on undergraduate students' reading comprehension.” 2010. Doctoral Dissertation, University of Georgia. Accessed October 15, 2019. http://purl.galileo.usg.edu/uga_etd/leonard_kristi_a_201005_phd.

MLA Handbook (7th Edition):

Leonard, Kristi Ann. “The effect of Internet-based multimedia reading environments on undergraduate students' reading comprehension.” 2010. Web. 15 Oct 2019.

Vancouver:

Leonard KA. The effect of Internet-based multimedia reading environments on undergraduate students' reading comprehension. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Oct 15]. Available from: http://purl.galileo.usg.edu/uga_etd/leonard_kristi_a_201005_phd.

Council of Science Editors:

Leonard KA. The effect of Internet-based multimedia reading environments on undergraduate students' reading comprehension. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/leonard_kristi_a_201005_phd


University of Pretoria

2. Smith, Maria Elizabeth. Factors in the measurement of cognitive load of multimedia learning.

Degree: Curriculum Studies, 2008, University of Pretoria

 In this study, the author investigated factors that influence the direct measurement of cognitive load using the dual-task method. The dual-task method is an unambiguous… (more)

Subjects/Keywords: Multimedia learning; Cognitive load; UCTD

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APA (6th Edition):

Smith, M. (2008). Factors in the measurement of cognitive load of multimedia learning. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25611

Chicago Manual of Style (16th Edition):

Smith, Maria. “Factors in the measurement of cognitive load of multimedia learning.” 2008. Masters Thesis, University of Pretoria. Accessed October 15, 2019. http://hdl.handle.net/2263/25611.

MLA Handbook (7th Edition):

Smith, Maria. “Factors in the measurement of cognitive load of multimedia learning.” 2008. Web. 15 Oct 2019.

Vancouver:

Smith M. Factors in the measurement of cognitive load of multimedia learning. [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/2263/25611.

Council of Science Editors:

Smith M. Factors in the measurement of cognitive load of multimedia learning. [Masters Thesis]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/25611


Oregon State University

3. McNaught, Susan C. An analysis of the relationship between the preferred cognitive learning style of field independence/field dependence and success in learning English as a second language among post-secondary Japanese students.

Degree: PhD, Education, 1992, Oregon State University

 The research analyzed the relationship between the preferred cognitive learning style of field independence/field dependence and success in learning English as a second language (ESL)… (more)

Subjects/Keywords: Cognitive learning

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APA (6th Edition):

McNaught, S. C. (1992). An analysis of the relationship between the preferred cognitive learning style of field independence/field dependence and success in learning English as a second language among post-secondary Japanese students. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/13493

Chicago Manual of Style (16th Edition):

McNaught, Susan C. “An analysis of the relationship between the preferred cognitive learning style of field independence/field dependence and success in learning English as a second language among post-secondary Japanese students.” 1992. Doctoral Dissertation, Oregon State University. Accessed October 15, 2019. http://hdl.handle.net/1957/13493.

MLA Handbook (7th Edition):

McNaught, Susan C. “An analysis of the relationship between the preferred cognitive learning style of field independence/field dependence and success in learning English as a second language among post-secondary Japanese students.” 1992. Web. 15 Oct 2019.

Vancouver:

McNaught SC. An analysis of the relationship between the preferred cognitive learning style of field independence/field dependence and success in learning English as a second language among post-secondary Japanese students. [Internet] [Doctoral dissertation]. Oregon State University; 1992. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1957/13493.

Council of Science Editors:

McNaught SC. An analysis of the relationship between the preferred cognitive learning style of field independence/field dependence and success in learning English as a second language among post-secondary Japanese students. [Doctoral Dissertation]. Oregon State University; 1992. Available from: http://hdl.handle.net/1957/13493


University of Pretoria

4. [No author]. Factors in the measurement of cognitive load of multimedia learning .

Degree: 2008, University of Pretoria

 In this study, the author investigated factors that influence the direct measurement of cognitive load using the dual-task method. The dual-task method is an unambiguous… (more)

Subjects/Keywords: Multimedia learning; Cognitive load; UCTD

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APA (6th Edition):

author], [. (2008). Factors in the measurement of cognitive load of multimedia learning . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06182008-142102/

Chicago Manual of Style (16th Edition):

author], [No. “Factors in the measurement of cognitive load of multimedia learning .” 2008. Masters Thesis, University of Pretoria. Accessed October 15, 2019. http://upetd.up.ac.za/thesis/available/etd-06182008-142102/.

MLA Handbook (7th Edition):

author], [No. “Factors in the measurement of cognitive load of multimedia learning .” 2008. Web. 15 Oct 2019.

Vancouver:

author] [. Factors in the measurement of cognitive load of multimedia learning . [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2019 Oct 15]. Available from: http://upetd.up.ac.za/thesis/available/etd-06182008-142102/.

Council of Science Editors:

author] [. Factors in the measurement of cognitive load of multimedia learning . [Masters Thesis]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-06182008-142102/


University of Hong Kong

5. Fang, Siqi. Intellectual styles, learning agility, and personality among university students.

Degree: MEd, 2015, University of Hong Kong

The present research serves three purposes. First, the primary aim is to investigate the identity of intellectual styles, which comes to the relationships between intellectual… (more)

Subjects/Keywords: Learning, Psychology of; Cognitive styles

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APA (6th Edition):

Fang, S. (2015). Intellectual styles, learning agility, and personality among university students. (Masters Thesis). University of Hong Kong. Retrieved from Fang, S. [方思琪]. (2015). Intellectual styles, learning agility, and personality among university students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703934 ; http://hdl.handle.net/10722/223643

Chicago Manual of Style (16th Edition):

Fang, Siqi. “Intellectual styles, learning agility, and personality among university students.” 2015. Masters Thesis, University of Hong Kong. Accessed October 15, 2019. Fang, S. [方思琪]. (2015). Intellectual styles, learning agility, and personality among university students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703934 ; http://hdl.handle.net/10722/223643.

MLA Handbook (7th Edition):

Fang, Siqi. “Intellectual styles, learning agility, and personality among university students.” 2015. Web. 15 Oct 2019.

Vancouver:

Fang S. Intellectual styles, learning agility, and personality among university students. [Internet] [Masters thesis]. University of Hong Kong; 2015. [cited 2019 Oct 15]. Available from: Fang, S. [方思琪]. (2015). Intellectual styles, learning agility, and personality among university students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703934 ; http://hdl.handle.net/10722/223643.

Council of Science Editors:

Fang S. Intellectual styles, learning agility, and personality among university students. [Masters Thesis]. University of Hong Kong; 2015. Available from: Fang, S. [方思琪]. (2015). Intellectual styles, learning agility, and personality among university students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703934 ; http://hdl.handle.net/10722/223643


University of Hong Kong

6. Xie, Qiuzhi. Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits.

Degree: PhD, 2013, University of Hong Kong

 “Intellectual style”, a term that encompasses all the existing style concepts, refers to one’s preferred ways of processing information and approaching tasks. The present research… (more)

Subjects/Keywords: Learning, Psychology of; Cognitive styles

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APA (6th Edition):

Xie, Q. (2013). Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits. (Doctoral Dissertation). University of Hong Kong. Retrieved from Xie, Q. [謝秋芝]. (2013). Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5153717 ; http://dx.doi.org/10.5353/th_b5153717 ; http://hdl.handle.net/10722/196018

Chicago Manual of Style (16th Edition):

Xie, Qiuzhi. “Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits.” 2013. Doctoral Dissertation, University of Hong Kong. Accessed October 15, 2019. Xie, Q. [謝秋芝]. (2013). Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5153717 ; http://dx.doi.org/10.5353/th_b5153717 ; http://hdl.handle.net/10722/196018.

MLA Handbook (7th Edition):

Xie, Qiuzhi. “Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits.” 2013. Web. 15 Oct 2019.

Vancouver:

Xie Q. Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits. [Internet] [Doctoral dissertation]. University of Hong Kong; 2013. [cited 2019 Oct 15]. Available from: Xie, Q. [謝秋芝]. (2013). Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5153717 ; http://dx.doi.org/10.5353/th_b5153717 ; http://hdl.handle.net/10722/196018.

Council of Science Editors:

Xie Q. Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits. [Doctoral Dissertation]. University of Hong Kong; 2013. Available from: Xie, Q. [謝秋芝]. (2013). Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5153717 ; http://dx.doi.org/10.5353/th_b5153717 ; http://hdl.handle.net/10722/196018


University of Southern California

7. Souder, Denise M. Teaching interpersonal and communication feedback skills to standardized patients: assessment of a cognitive model.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 The purpose of this mixed-methods retrospective study was to examine the effectiveness of a training intervention for standardized patients to improve their verbal feedback to… (more)

Subjects/Keywords: cognitive; feedback; learning; standardized patient

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APA (6th Edition):

Souder, D. M. (2009). Teaching interpersonal and communication feedback skills to standardized patients: assessment of a cognitive model. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/238303/rec/6359

Chicago Manual of Style (16th Edition):

Souder, Denise M. “Teaching interpersonal and communication feedback skills to standardized patients: assessment of a cognitive model.” 2009. Doctoral Dissertation, University of Southern California. Accessed October 15, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/238303/rec/6359.

MLA Handbook (7th Edition):

Souder, Denise M. “Teaching interpersonal and communication feedback skills to standardized patients: assessment of a cognitive model.” 2009. Web. 15 Oct 2019.

Vancouver:

Souder DM. Teaching interpersonal and communication feedback skills to standardized patients: assessment of a cognitive model. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Oct 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/238303/rec/6359.

Council of Science Editors:

Souder DM. Teaching interpersonal and communication feedback skills to standardized patients: assessment of a cognitive model. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/238303/rec/6359


Iowa State University

8. Mullaney, Kellie Marie. Delaying feedback is beneficial, but only when curious about the answer.

Degree: 2013, Iowa State University

 When students are tested, delaying feedback of the correct answer by a few seconds is more beneficial than providing it immediately (e.g., Brackbill & Kappy,… (more)

Subjects/Keywords: Feedback; Learning; Memory; Cognitive Psychology

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APA (6th Edition):

Mullaney, K. M. (2013). Delaying feedback is beneficial, but only when curious about the answer. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/13087

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):

Mullaney, Kellie Marie. “Delaying feedback is beneficial, but only when curious about the answer.” 2013. Thesis, Iowa State University. Accessed October 15, 2019. https://lib.dr.iastate.edu/etd/13087.

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

MLA Handbook (7th Edition):

Mullaney, Kellie Marie. “Delaying feedback is beneficial, but only when curious about the answer.” 2013. Web. 15 Oct 2019.

Vancouver:

Mullaney KM. Delaying feedback is beneficial, but only when curious about the answer. [Internet] [Thesis]. Iowa State University; 2013. [cited 2019 Oct 15]. Available from: https://lib.dr.iastate.edu/etd/13087.

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

Council of Science Editors:

Mullaney KM. Delaying feedback is beneficial, but only when curious about the answer. [Thesis]. Iowa State University; 2013. Available from: https://lib.dr.iastate.edu/etd/13087

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


University of Rochester

9. Starling, Sarah J. Learning and behavior in an uncertain world : probability learning in children and adults.

Degree: PhD, 2013, University of Rochester

 When exploring our world, an important task for any learner is to make predictions about future events. This is critical for determining whether an action… (more)

Subjects/Keywords: Cognitive development; Probability learning

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APA (6th Edition):

Starling, S. J. (2013). Learning and behavior in an uncertain world : probability learning in children and adults. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/26701

Chicago Manual of Style (16th Edition):

Starling, Sarah J. “Learning and behavior in an uncertain world : probability learning in children and adults.” 2013. Doctoral Dissertation, University of Rochester. Accessed October 15, 2019. http://hdl.handle.net/1802/26701.

MLA Handbook (7th Edition):

Starling, Sarah J. “Learning and behavior in an uncertain world : probability learning in children and adults.” 2013. Web. 15 Oct 2019.

Vancouver:

Starling SJ. Learning and behavior in an uncertain world : probability learning in children and adults. [Internet] [Doctoral dissertation]. University of Rochester; 2013. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1802/26701.

Council of Science Editors:

Starling SJ. Learning and behavior in an uncertain world : probability learning in children and adults. [Doctoral Dissertation]. University of Rochester; 2013. Available from: http://hdl.handle.net/1802/26701


University of Illinois – Urbana-Champaign

10. Beilstein, Shereen Oca. Supporting children’s conceptual understanding of fractions with manipulatives and gesture.

Degree: PhD, Educational Psychology, 2019, University of Illinois – Urbana-Champaign

 Fractions—their concepts, procedures, and symbolic notation—are well-known for the difficulty they present children, beginning in elementary school, and often, persisting long after. However, promoting children’s… (more)

Subjects/Keywords: cognitive development; mathematics learning

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APA (6th Edition):

Beilstein, S. O. (2019). Supporting children’s conceptual understanding of fractions with manipulatives and gesture. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/104770

Chicago Manual of Style (16th Edition):

Beilstein, Shereen Oca. “Supporting children’s conceptual understanding of fractions with manipulatives and gesture.” 2019. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 15, 2019. http://hdl.handle.net/2142/104770.

MLA Handbook (7th Edition):

Beilstein, Shereen Oca. “Supporting children’s conceptual understanding of fractions with manipulatives and gesture.” 2019. Web. 15 Oct 2019.

Vancouver:

Beilstein SO. Supporting children’s conceptual understanding of fractions with manipulatives and gesture. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2019. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/2142/104770.

Council of Science Editors:

Beilstein SO. Supporting children’s conceptual understanding of fractions with manipulatives and gesture. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2019. Available from: http://hdl.handle.net/2142/104770


Michigan State University

11. Showler, Morgan Brittany. Use of a scaffolded metacognitive intervention to improve training outcomes through a reduction in cognitive load.

Degree: 2016, Michigan State University

Thesis M.A. Michigan State University. Psychology 2016

The present study sought to investigate how four metacognitive interventions influenced the degree of cognitive load experienced by… (more)

Subjects/Keywords: Cognitive learning; Metacognition; Psychology

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APA (6th Edition):

Showler, M. B. (2016). Use of a scaffolded metacognitive intervention to improve training outcomes through a reduction in cognitive load. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4162

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):

Showler, Morgan Brittany. “Use of a scaffolded metacognitive intervention to improve training outcomes through a reduction in cognitive load.” 2016. Thesis, Michigan State University. Accessed October 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:4162.

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

MLA Handbook (7th Edition):

Showler, Morgan Brittany. “Use of a scaffolded metacognitive intervention to improve training outcomes through a reduction in cognitive load.” 2016. Web. 15 Oct 2019.

Vancouver:

Showler MB. Use of a scaffolded metacognitive intervention to improve training outcomes through a reduction in cognitive load. [Internet] [Thesis]. Michigan State University; 2016. [cited 2019 Oct 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4162.

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

Council of Science Editors:

Showler MB. Use of a scaffolded metacognitive intervention to improve training outcomes through a reduction in cognitive load. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:4162

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


UCLA

12. 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 October 15, 2019. 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. 15 Oct 2019.

Vancouver:

Birnbaum MS. Understanding and Optimizing the Inductive Learning of Categories and Concepts. [Internet] [Thesis]. UCLA; 2013. [cited 2019 Oct 15]. 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

13. Hanks, Sarah. Catalyzing organizational learning: Social, environmental, and cognitive factors promoting effective change management.

Degree: PhD, Agricultural and Extension Education, 2018, Virginia Tech

 Diversity in the workplace remains a priority for leaders and managers as the dynamic nature of the global marketplace necessitates that organizations develop and maintain… (more)

Subjects/Keywords: problem solving; learning; organizational learning; cognitive style

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APA (6th Edition):

Hanks, S. (2018). Catalyzing organizational learning: Social, environmental, and cognitive factors promoting effective change management. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86520

Chicago Manual of Style (16th Edition):

Hanks, Sarah. “Catalyzing organizational learning: Social, environmental, and cognitive factors promoting effective change management.” 2018. Doctoral Dissertation, Virginia Tech. Accessed October 15, 2019. http://hdl.handle.net/10919/86520.

MLA Handbook (7th Edition):

Hanks, Sarah. “Catalyzing organizational learning: Social, environmental, and cognitive factors promoting effective change management.” 2018. Web. 15 Oct 2019.

Vancouver:

Hanks S. Catalyzing organizational learning: Social, environmental, and cognitive factors promoting effective change management. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10919/86520.

Council of Science Editors:

Hanks S. Catalyzing organizational learning: Social, environmental, and cognitive factors promoting effective change management. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/86520


University of California – Riverside

14. Cohen Hoffing, Russell Atticus. Motivated Learning: The Influence of Reinforcers.

Degree: Psychology, 2018, University of California – Riverside

 Extant research suggests a number of systems, including reinforcement and attentional systems, contribute to learning. The overall goal of this dissertation is to expand our… (more)

Subjects/Keywords: Cognitive psychology; Learning; Perceptual Learning; Pupillometry; Reinforcement

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APA (6th Edition):

Cohen Hoffing, R. A. (2018). Motivated Learning: The Influence of Reinforcers. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/3hk3r909

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):

Cohen Hoffing, Russell Atticus. “Motivated Learning: The Influence of Reinforcers.” 2018. Thesis, University of California – Riverside. Accessed October 15, 2019. http://www.escholarship.org/uc/item/3hk3r909.

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

MLA Handbook (7th Edition):

Cohen Hoffing, Russell Atticus. “Motivated Learning: The Influence of Reinforcers.” 2018. Web. 15 Oct 2019.

Vancouver:

Cohen Hoffing RA. Motivated Learning: The Influence of Reinforcers. [Internet] [Thesis]. University of California – Riverside; 2018. [cited 2019 Oct 15]. Available from: http://www.escholarship.org/uc/item/3hk3r909.

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

Council of Science Editors:

Cohen Hoffing RA. Motivated Learning: The Influence of Reinforcers. [Thesis]. University of California – Riverside; 2018. Available from: http://www.escholarship.org/uc/item/3hk3r909

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


NSYSU

15. Lin, Hsin-Chia. Effects of Adaptive Learning Strategies on Learning Performance in Embodiment-Based Learning Environments.

Degree: Master, Information Management, 2013, NSYSU

 In recent years, the development of gestural device receives huge attention from educators, information technologists and researchers. Through natural user interface, instead of using any… (more)

Subjects/Keywords: Learning style; Grounded cognition; Learning strategy; Learning satisfaction; Embodiment-based learning; Cognitive load; Learning performance

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

APA (6th Edition):

Lin, H. (2013). Effects of Adaptive Learning Strategies on Learning Performance in Embodiment-Based Learning Environments. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0709113-043108

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):

Lin, Hsin-Chia. “Effects of Adaptive Learning Strategies on Learning Performance in Embodiment-Based Learning Environments.” 2013. Thesis, NSYSU. Accessed October 15, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0709113-043108.

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

MLA Handbook (7th Edition):

Lin, Hsin-Chia. “Effects of Adaptive Learning Strategies on Learning Performance in Embodiment-Based Learning Environments.” 2013. Web. 15 Oct 2019.

Vancouver:

Lin H. Effects of Adaptive Learning Strategies on Learning Performance in Embodiment-Based Learning Environments. [Internet] [Thesis]. NSYSU; 2013. [cited 2019 Oct 15]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0709113-043108.

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

Council of Science Editors:

Lin H. Effects of Adaptive Learning Strategies on Learning Performance in Embodiment-Based Learning Environments. [Thesis]. NSYSU; 2013. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0709113-043108

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


Texas A&M University

16. Jones, Brenda Jolivette. The relevance of social presence, on cognitive learning, and affective learning, in an asynscronous distance learning environment, as identified by selected community college, students in texas.

Degree: 2009, Texas A&M University

 The distance learning environment is one that involves a complex array of factors that influence a learner?s perspective of presence, satisfaction, and learning. This study… (more)

Subjects/Keywords: Social Presence; Online Learning; Cognitive Learning; Affective Learning

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APA (6th Edition):

Jones, B. J. (2009). The relevance of social presence, on cognitive learning, and affective learning, in an asynscronous distance learning environment, as identified by selected community college, students in texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2493

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):

Jones, Brenda Jolivette. “The relevance of social presence, on cognitive learning, and affective learning, in an asynscronous distance learning environment, as identified by selected community college, students in texas.” 2009. Thesis, Texas A&M University. Accessed October 15, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2493.

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

MLA Handbook (7th Edition):

Jones, Brenda Jolivette. “The relevance of social presence, on cognitive learning, and affective learning, in an asynscronous distance learning environment, as identified by selected community college, students in texas.” 2009. Web. 15 Oct 2019.

Vancouver:

Jones BJ. The relevance of social presence, on cognitive learning, and affective learning, in an asynscronous distance learning environment, as identified by selected community college, students in texas. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2493.

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

Council of Science Editors:

Jones BJ. The relevance of social presence, on cognitive learning, and affective learning, in an asynscronous distance learning environment, as identified by selected community college, students in texas. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2493

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

17. 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 October 15, 2019. 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. 15 Oct 2019.

Vancouver:

Rabi RR. Category Learning in Older Adulthood: Understanding and Reducing Age-Related Deficits. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2019 Oct 15]. 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


Victoria University of Wellington

18. Ren, Yu. Analysis and Implementation of Reinforcement Learning on a GNU Radio Cognitive Radio Platform.

Degree: 2010, Victoria University of Wellington

 Spectrum today is regulated based on fixed licensees. In the past radio operators have been allocated a frequency band for exclusive use. This has become… (more)

Subjects/Keywords: Cognitive radio; Software defined radio; Reinforcement learning

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APA (6th Edition):

Ren, Y. (2010). Analysis and Implementation of Reinforcement Learning on a GNU Radio Cognitive Radio Platform. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1976

Chicago Manual of Style (16th Edition):

Ren, Yu. “Analysis and Implementation of Reinforcement Learning on a GNU Radio Cognitive Radio Platform.” 2010. Masters Thesis, Victoria University of Wellington. Accessed October 15, 2019. http://hdl.handle.net/10063/1976.

MLA Handbook (7th Edition):

Ren, Yu. “Analysis and Implementation of Reinforcement Learning on a GNU Radio Cognitive Radio Platform.” 2010. Web. 15 Oct 2019.

Vancouver:

Ren Y. Analysis and Implementation of Reinforcement Learning on a GNU Radio Cognitive Radio Platform. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/10063/1976.

Council of Science Editors:

Ren Y. Analysis and Implementation of Reinforcement Learning on a GNU Radio Cognitive Radio Platform. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1976


University of Zambia

19. Mambwe, Patricia. Knowledge of Bloom's hierarchy of cognitive levels of educational objectives and its use in setting examinations by Nurse educators in Lusaka and Eastern Provinces .

Degree: 2015, University of Zambia

 The use of Bloom’s hierarchy of cognitive levels of educational objectives as a tool for classroom assessments is rapidly increasing; therefore Nurse Educators’ knowledge of… (more)

Subjects/Keywords: Cognitive learning; Educational Psychology; Nursing Examinations

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APA (6th Edition):

Mambwe, P. (2015). Knowledge of Bloom's hierarchy of cognitive levels of educational objectives and its use in setting examinations by Nurse educators in Lusaka and Eastern Provinces . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4402

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):

Mambwe, Patricia. “Knowledge of Bloom's hierarchy of cognitive levels of educational objectives and its use in setting examinations by Nurse educators in Lusaka and Eastern Provinces .” 2015. Thesis, University of Zambia. Accessed October 15, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4402.

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

MLA Handbook (7th Edition):

Mambwe, Patricia. “Knowledge of Bloom's hierarchy of cognitive levels of educational objectives and its use in setting examinations by Nurse educators in Lusaka and Eastern Provinces .” 2015. Web. 15 Oct 2019.

Vancouver:

Mambwe P. Knowledge of Bloom's hierarchy of cognitive levels of educational objectives and its use in setting examinations by Nurse educators in Lusaka and Eastern Provinces . [Internet] [Thesis]. University of Zambia; 2015. [cited 2019 Oct 15]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4402.

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

Council of Science Editors:

Mambwe P. Knowledge of Bloom's hierarchy of cognitive levels of educational objectives and its use in setting examinations by Nurse educators in Lusaka and Eastern Provinces . [Thesis]. University of Zambia; 2015. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4402

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


University of Hong Kong

20. Tai, Wing-yin. The impact of teaching styles on students' learning styles and career interests.

Degree: PhD, 2012, University of Hong Kong

 This research aimed to investigate whether or not intellectual styles are value-laden and if they are malleable. This aim was achieved through understanding the types… (more)

Subjects/Keywords: Vocational interests.; Cognitive styles.; Learning, Psychology of.

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

APA (6th Edition):

Tai, W. (2012). The impact of teaching styles on students' learning styles and career interests. (Doctoral Dissertation). University of Hong Kong. Retrieved from Tai, W. [戴詠賢]. (2012). The impact of teaching styles on students' learning styles and career interests. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4985878 ; http://dx.doi.org/10.5353/th_b4985878 ; http://hdl.handle.net/10722/181877

Chicago Manual of Style (16th Edition):

Tai, Wing-yin. “The impact of teaching styles on students' learning styles and career interests.” 2012. Doctoral Dissertation, University of Hong Kong. Accessed October 15, 2019. Tai, W. [戴詠賢]. (2012). The impact of teaching styles on students' learning styles and career interests. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4985878 ; http://dx.doi.org/10.5353/th_b4985878 ; http://hdl.handle.net/10722/181877.

MLA Handbook (7th Edition):

Tai, Wing-yin. “The impact of teaching styles on students' learning styles and career interests.” 2012. Web. 15 Oct 2019.

Vancouver:

Tai W. The impact of teaching styles on students' learning styles and career interests. [Internet] [Doctoral dissertation]. University of Hong Kong; 2012. [cited 2019 Oct 15]. Available from: Tai, W. [戴詠賢]. (2012). The impact of teaching styles on students' learning styles and career interests. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4985878 ; http://dx.doi.org/10.5353/th_b4985878 ; http://hdl.handle.net/10722/181877.

Council of Science Editors:

Tai W. The impact of teaching styles on students' learning styles and career interests. [Doctoral Dissertation]. University of Hong Kong; 2012. Available from: Tai, W. [戴詠賢]. (2012). The impact of teaching styles on students' learning styles and career interests. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4985878 ; http://dx.doi.org/10.5353/th_b4985878 ; http://hdl.handle.net/10722/181877


Penn State University

21. Jia, Lu. the effect of redundant text in mobile application instructions.

Degree: MS, Industrial Engineering, 2013, Penn State University

 The development of multi-media technologies opens the door to the new applications of cognitive load theory. Many researchers leveraged multi-media learning theory to expand the… (more)

Subjects/Keywords: Cognitive load; mobile application; multi-media learning

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APA (6th Edition):

Jia, L. (2013). the effect of redundant text in mobile application instructions. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/19104

Chicago Manual of Style (16th Edition):

Jia, Lu. “the effect of redundant text in mobile application instructions.” 2013. Masters Thesis, Penn State University. Accessed October 15, 2019. https://etda.libraries.psu.edu/catalog/19104.

MLA Handbook (7th Edition):

Jia, Lu. “the effect of redundant text in mobile application instructions.” 2013. Web. 15 Oct 2019.

Vancouver:

Jia L. the effect of redundant text in mobile application instructions. [Internet] [Masters thesis]. Penn State University; 2013. [cited 2019 Oct 15]. Available from: https://etda.libraries.psu.edu/catalog/19104.

Council of Science Editors:

Jia L. the effect of redundant text in mobile application instructions. [Masters Thesis]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/19104


Penn State University

22. Downs, Edward Paul. How can Wii learn from video games? Examining relationships between technological affordances and socio-cognitive determinates on affective and behavioral outcomes.

Degree: PhD, Mass Communications, 2008, Penn State University

 When the Nintendo Wii was released to the public in November 2006, video game play was changed. The unique motion sensing technology allowed game players… (more)

Subjects/Keywords: social cognitive theory; learning; video games; golf

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APA (6th Edition):

Downs, E. P. (2008). How can Wii learn from video games? Examining relationships between technological affordances and socio-cognitive determinates on affective and behavioral outcomes. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8893

Chicago Manual of Style (16th Edition):

Downs, Edward Paul. “How can Wii learn from video games? Examining relationships between technological affordances and socio-cognitive determinates on affective and behavioral outcomes.” 2008. Doctoral Dissertation, Penn State University. Accessed October 15, 2019. https://etda.libraries.psu.edu/catalog/8893.

MLA Handbook (7th Edition):

Downs, Edward Paul. “How can Wii learn from video games? Examining relationships between technological affordances and socio-cognitive determinates on affective and behavioral outcomes.” 2008. Web. 15 Oct 2019.

Vancouver:

Downs EP. How can Wii learn from video games? Examining relationships between technological affordances and socio-cognitive determinates on affective and behavioral outcomes. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2019 Oct 15]. Available from: https://etda.libraries.psu.edu/catalog/8893.

Council of Science Editors:

Downs EP. How can Wii learn from video games? Examining relationships between technological affordances and socio-cognitive determinates on affective and behavioral outcomes. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8893


Penn State University

23. Bogulski, Cari Anne. Are bilinguals better learners?: A neurocognitive investigation of the bilingual advantage.

Degree: PhD, Psychology, 2013, Penn State University

 The general cognitive consequences of bilingualism is a recent topic of intense research interest. A large body of evidence has suggested that bilinguals exhibit several… (more)

Subjects/Keywords: bilingualism; vocabulary learning; cognitive control; ERP

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APA (6th Edition):

Bogulski, C. A. (2013). Are bilinguals better learners?: A neurocognitive investigation of the bilingual advantage. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/19741

Chicago Manual of Style (16th Edition):

Bogulski, Cari Anne. “Are bilinguals better learners?: A neurocognitive investigation of the bilingual advantage.” 2013. Doctoral Dissertation, Penn State University. Accessed October 15, 2019. https://etda.libraries.psu.edu/catalog/19741.

MLA Handbook (7th Edition):

Bogulski, Cari Anne. “Are bilinguals better learners?: A neurocognitive investigation of the bilingual advantage.” 2013. Web. 15 Oct 2019.

Vancouver:

Bogulski CA. Are bilinguals better learners?: A neurocognitive investigation of the bilingual advantage. [Internet] [Doctoral dissertation]. Penn State University; 2013. [cited 2019 Oct 15]. Available from: https://etda.libraries.psu.edu/catalog/19741.

Council of Science Editors:

Bogulski CA. Are bilinguals better learners?: A neurocognitive investigation of the bilingual advantage. [Doctoral Dissertation]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/19741


Louisiana State University

24. Jabor, Mohd Khata Bin. The achievement of business education students on high school core subjects.

Degree: PhD, Human Resources Management, 2010, Louisiana State University

 The importance of academic courses taken during high school has been well documented. It could determine the students’ achievement in high school, affect the students’… (more)

Subjects/Keywords: Technical education; Demographic characteristics; Cognitive learning; Career

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

APA (6th Edition):

Jabor, M. K. B. (2010). The achievement of business education students on high school core subjects. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07012010-170704 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1236

Chicago Manual of Style (16th Edition):

Jabor, Mohd Khata Bin. “The achievement of business education students on high school core subjects.” 2010. Doctoral Dissertation, Louisiana State University. Accessed October 15, 2019. etd-07012010-170704 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1236.

MLA Handbook (7th Edition):

Jabor, Mohd Khata Bin. “The achievement of business education students on high school core subjects.” 2010. Web. 15 Oct 2019.

Vancouver:

Jabor MKB. The achievement of business education students on high school core subjects. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2019 Oct 15]. Available from: etd-07012010-170704 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1236.

Council of Science Editors:

Jabor MKB. The achievement of business education students on high school core subjects. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-07012010-170704 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1236


University of California – San Diego

25. Tran, Randy. Incidental Learning and Explicit Knowledge.

Degree: Psychology, 2017, University of California – San Diego

 In skill acquisition, use of predictive relationships are needed to perform optimally and are assumed to be acquired independently of awareness. In three chapters, I… (more)

Subjects/Keywords: Cognitive psychology; individual differences; knowledge; learning; memory

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APA (6th Edition):

Tran, R. (2017). Incidental Learning and Explicit Knowledge. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/0t44j90m

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):

Tran, Randy. “Incidental Learning and Explicit Knowledge.” 2017. Thesis, University of California – San Diego. Accessed October 15, 2019. http://www.escholarship.org/uc/item/0t44j90m.

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

MLA Handbook (7th Edition):

Tran, Randy. “Incidental Learning and Explicit Knowledge.” 2017. Web. 15 Oct 2019.

Vancouver:

Tran R. Incidental Learning and Explicit Knowledge. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Oct 15]. Available from: http://www.escholarship.org/uc/item/0t44j90m.

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

Council of Science Editors:

Tran R. Incidental Learning and Explicit Knowledge. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/0t44j90m

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


University of California – San Diego

26. Tibbles, Richard. Fractional Recall: Understanding Forgetting of Mathematics Learning from Computer Assisted Instruction Data and Implications for Personalized Learning in Low Resource Contexts.

Degree: Cognitive Science, 2017, University of California – San Diego

 Recent work in forgetting and spacing of learning across long time scales suggests that which has been learned is easily forgotten. In order to be… (more)

Subjects/Keywords: Cognitive psychology; forgetting; learning; mathematics; spacing

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APA (6th Edition):

Tibbles, R. (2017). Fractional Recall: Understanding Forgetting of Mathematics Learning from Computer Assisted Instruction Data and Implications for Personalized Learning in Low Resource Contexts. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/1bk6p9t6

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):

Tibbles, Richard. “Fractional Recall: Understanding Forgetting of Mathematics Learning from Computer Assisted Instruction Data and Implications for Personalized Learning in Low Resource Contexts.” 2017. Thesis, University of California – San Diego. Accessed October 15, 2019. http://www.escholarship.org/uc/item/1bk6p9t6.

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

MLA Handbook (7th Edition):

Tibbles, Richard. “Fractional Recall: Understanding Forgetting of Mathematics Learning from Computer Assisted Instruction Data and Implications for Personalized Learning in Low Resource Contexts.” 2017. Web. 15 Oct 2019.

Vancouver:

Tibbles R. Fractional Recall: Understanding Forgetting of Mathematics Learning from Computer Assisted Instruction Data and Implications for Personalized Learning in Low Resource Contexts. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Oct 15]. Available from: http://www.escholarship.org/uc/item/1bk6p9t6.

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

Council of Science Editors:

Tibbles R. Fractional Recall: Understanding Forgetting of Mathematics Learning from Computer Assisted Instruction Data and Implications for Personalized Learning in Low Resource Contexts. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/1bk6p9t6

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


University of California – Riverside

27. Bower, Jeffrey Dennis. Age Related Changes in Motion Perception and Perceptual Learning.

Degree: Psychology, 2010, University of California – Riverside

 The following studies examined age-related decrements in motion perception processing. Using a perceptual learning paradigm, perceptual inefficiency was compared between younger and older observers. Perceptual… (more)

Subjects/Keywords: Psychology, Cognitive; Aging; Modeling; Motion; Perceptual Learning

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APA (6th Edition):

Bower, J. D. (2010). Age Related Changes in Motion Perception and Perceptual Learning. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/6f07t5pw

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):

Bower, Jeffrey Dennis. “Age Related Changes in Motion Perception and Perceptual Learning.” 2010. Thesis, University of California – Riverside. Accessed October 15, 2019. http://www.escholarship.org/uc/item/6f07t5pw.

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

MLA Handbook (7th Edition):

Bower, Jeffrey Dennis. “Age Related Changes in Motion Perception and Perceptual Learning.” 2010. Web. 15 Oct 2019.

Vancouver:

Bower JD. Age Related Changes in Motion Perception and Perceptual Learning. [Internet] [Thesis]. University of California – Riverside; 2010. [cited 2019 Oct 15]. Available from: http://www.escholarship.org/uc/item/6f07t5pw.

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

Council of Science Editors:

Bower JD. Age Related Changes in Motion Perception and Perceptual Learning. [Thesis]. University of California – Riverside; 2010. Available from: http://www.escholarship.org/uc/item/6f07t5pw

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


Montana State University

28. Conner, Sarah Marie. What impact do student-led demonstrations versus teacher-led demonstrations have on the retention rate of AP biology students?.

Degree: Graduate School, 2011, Montana State University

 In this investigation strategies were implemented with the purpose of improving student engagement and learning in the biology classroom. I investigated whether or not a… (more)

Subjects/Keywords: Cognitive psychology.; Student-centered learning.; Teaching demonstrations.

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APA (6th Edition):

Conner, S. M. (2011). What impact do student-led demonstrations versus teacher-led demonstrations have on the retention rate of AP biology students?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1097

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):

Conner, Sarah Marie. “What impact do student-led demonstrations versus teacher-led demonstrations have on the retention rate of AP biology students?.” 2011. Thesis, Montana State University. Accessed October 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1097.

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

MLA Handbook (7th Edition):

Conner, Sarah Marie. “What impact do student-led demonstrations versus teacher-led demonstrations have on the retention rate of AP biology students?.” 2011. Web. 15 Oct 2019.

Vancouver:

Conner SM. What impact do student-led demonstrations versus teacher-led demonstrations have on the retention rate of AP biology students?. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Oct 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1097.

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

Council of Science Editors:

Conner SM. What impact do student-led demonstrations versus teacher-led demonstrations have on the retention rate of AP biology students?. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1097

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


McMaster University

29. Boshra, Rober. Automated Machine Learning Framework for EEG/ERP Analysis: Viable Improvement on Traditional Approaches?.

Degree: MSc, 2016, McMaster University

Event Related Potential (ERP) measures derived from the electroencephalogram (EEG) have been widely used in research on language, cognition, and pathology. The high dimensionality (time… (more)

Subjects/Keywords: Machine Learning; EEG; ERP; Cognitive Neuroscience; Analysis

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

APA (6th Edition):

Boshra, R. (2016). Automated Machine Learning Framework for EEG/ERP Analysis: Viable Improvement on Traditional Approaches?. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/20645

Chicago Manual of Style (16th Edition):

Boshra, Rober. “Automated Machine Learning Framework for EEG/ERP Analysis: Viable Improvement on Traditional Approaches?.” 2016. Masters Thesis, McMaster University. Accessed October 15, 2019. http://hdl.handle.net/11375/20645.

MLA Handbook (7th Edition):

Boshra, Rober. “Automated Machine Learning Framework for EEG/ERP Analysis: Viable Improvement on Traditional Approaches?.” 2016. Web. 15 Oct 2019.

Vancouver:

Boshra R. Automated Machine Learning Framework for EEG/ERP Analysis: Viable Improvement on Traditional Approaches?. [Internet] [Masters thesis]. McMaster University; 2016. [cited 2019 Oct 15]. Available from: http://hdl.handle.net/11375/20645.

Council of Science Editors:

Boshra R. Automated Machine Learning Framework for EEG/ERP Analysis: Viable Improvement on Traditional Approaches?. [Masters Thesis]. McMaster University; 2016. Available from: http://hdl.handle.net/11375/20645


Queensland University of Technology

30. Zagami, Jason Anthony. Seeing is understanding : the effect of visualisation in understanding programming concepts.

Degree: 2008, Queensland University of Technology

 How and why visualisations support learning was the subject of this qualitative instrumental collective case study. Five computer programming languages (PHP, Visual Basic, Alice, GameMaker,… (more)

Subjects/Keywords: Learning; visualisation; mental model; programming; cognitive load

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

APA (6th Edition):

Zagami, J. A. (2008). Seeing is understanding : the effect of visualisation in understanding programming concepts. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/28482/

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):

Zagami, Jason Anthony. “Seeing is understanding : the effect of visualisation in understanding programming concepts.” 2008. Thesis, Queensland University of Technology. Accessed October 15, 2019. https://eprints.qut.edu.au/28482/.

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

MLA Handbook (7th Edition):

Zagami, Jason Anthony. “Seeing is understanding : the effect of visualisation in understanding programming concepts.” 2008. Web. 15 Oct 2019.

Vancouver:

Zagami JA. Seeing is understanding : the effect of visualisation in understanding programming concepts. [Internet] [Thesis]. Queensland University of Technology; 2008. [cited 2019 Oct 15]. Available from: https://eprints.qut.edu.au/28482/.

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

Council of Science Editors:

Zagami JA. Seeing is understanding : the effect of visualisation in understanding programming concepts. [Thesis]. Queensland University of Technology; 2008. Available from: https://eprints.qut.edu.au/28482/

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

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