subject:(Cognitive reflection)

University of Pretoria

1. [No author]. Overconfidence bias in decision-making at different levels of management .

Degree: 2012, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-07292012-144827/

► Behavioural economics has established that cognitive biases such as the overconfidence bias impact managerial decision-making. Literature has also shown that different levels of management require… (more)

Subjects/Keywords: UCTD; Cognitive bias; Overconfidence; Managerial decision-making; Cognitive reflection

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

author], [. (2012). Overconfidence bias in decision-making at different levels of management . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07292012-144827/

Chicago Manual of Style (16^th Edition):

author], [No. “Overconfidence bias in decision-making at different levels of management .” 2012. Masters Thesis, University of Pretoria. Accessed January 19, 2021. http://upetd.up.ac.za/thesis/available/etd-07292012-144827/.

MLA Handbook (7^th Edition):

author], [No. “Overconfidence bias in decision-making at different levels of management .” 2012. Web. 19 Jan 2021.

Vancouver:

author] [. Overconfidence bias in decision-making at different levels of management . [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2021 Jan 19]. Available from: http://upetd.up.ac.za/thesis/available/etd-07292012-144827/.

Council of Science Editors:

author] [. Overconfidence bias in decision-making at different levels of management . [Masters Thesis]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-07292012-144827/

University of Pretoria

2. Paluch, Dov. Overconfidence bias in decision-making at different levels of management.

Degree: Gordon Institute of Business Science (GIBS), 2012, University of Pretoria

URL: http://hdl.handle.net/2263/26829

► Behavioural economics has established that cognitive biases such as the overconfidence bias impact managerial decision-making. Literature has also shown that different levels of management require… (more)

Subjects/Keywords: UCTD; Cognitive bias; Overconfidence; Managerial decision-making; Cognitive reflection

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Paluch, D. (2012). Overconfidence bias in decision-making at different levels of management. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26829

Chicago Manual of Style (16^th Edition):

Paluch, Dov. “Overconfidence bias in decision-making at different levels of management.” 2012. Masters Thesis, University of Pretoria. Accessed January 19, 2021. http://hdl.handle.net/2263/26829.

MLA Handbook (7^th Edition):

Paluch, Dov. “Overconfidence bias in decision-making at different levels of management.” 2012. Web. 19 Jan 2021.

Vancouver:

Paluch D. Overconfidence bias in decision-making at different levels of management. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/2263/26829.

Council of Science Editors:

Paluch D. Overconfidence bias in decision-making at different levels of management. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/26829

Universidade de Lisboa

3. Almeida, Tiago. Modelos duais de raciocínio e detecção de enviesamentos : bias blind spot e monitorização de fonte.

Degree: 2012, Universidade de Lisboa

URL: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/6910

►

Tese de mestrado, Psicologia (Cognição Social Aplicada), Universidade de Lisboa, Faculdade de Psicologia, 2012

O Cognitive Reflection Test (CRT, Frederick, 2005) tem sido considerado um… (more)

▼

Tese de mestrado, Psicologia (Cognição Social Aplicada), Universidade de Lisboa, Faculdade de Psicologia, 2012

O Cognitive Reflection Test (CRT, Frederick, 2005) tem sido considerado um instrumento útil na investigação de modelos conceptuais que propõem a existência de dois tipos de processos de raciocínio: processos associativos largamente automáticos e processos analíticos controlados. Um aspecto essencial destes modelos dualistas que o CRT pretende captar é que o processamento controlado tem como função inibir as respostas intuitivas erradas do processamento associativo e computar alternativas correctas. Neste trabalho é apresentado um estudo e uma proposta de estudo folow up que pretendem, respectivamente, explorar o possível papel do bias blind spot (BBS) e da monitorização de fonte como variáveis influenciadoras do processo de inibição no CRT. Segundo Pronin, Lin e Ross (2002) o BBS, isto é, a tendência para considerar as outras pessoas como mais susceptíveis a enviesamentos do que os próprios, leva à inferência de enviesamentos nos outros. Para testar se esta variável pode, também, levar à detecção de enviesamentos, no estudo apresentado manipulou-se a ordem a que os sujeitos respondiam ao CRT de acordo com a sua perspectiva e de acordo com a dos outros, prevendo-se que o desempenho dos sujeitos que respondessem primeiro da segunda forma e depois da primeira seria superior aos participantes que respondessem na ordem inversa. Previa-se ainda que este melhor desempenho seria um bom preditor de uma maior componente controlada numa bateria de problemas de julgamento. Enquanto a segunda hipótese encontra suporte nos resultados, a primeira hipótese é apenas marginalmente apoiada. As implicações teóricas destes resultados são discutidas neste trabalho. A proposta de estudo follow up apresentada tem como objectivo explorar o papel da monitorização de fonte de uma influência no processo de inibição nas respostas ao CRT. Para tal propõe-se manipular a primação de respostas intuitivas de forma a tornar a sua influência fácil de monitorizar, difícil de monitorizar ou irrelevante.

The Cognitive Reflection Test (CRT, Frederick, 2005) has been considered a useful instrument for investigating conceptual models that propose the existence of two kinds of reasoning processes: largely automatic associative processes and controlled analytical processes. A crucial aspect of these models which the CRT intends to capture is the controlled processing’s function of inhibiting intuitive incorrect responses from associative processing and computing correct alternatives. The current work presents a study and a follow up study proposal which intend to explore the possible role of bias blind spot (BBS) and source monitoring, respectively, as variables influencing the inhibition process in the CRT. According to Pronin, Lin and Ross (2002) BBS, the tendency to consider other persons as more prone to bias than ourselves, leads to the inference of bias in others. To test whether this variable can also lead to detecting bias, the presented…

Advisors/Committee Members: Ferreira, Mário Augusto Boto, 1967-.

Subjects/Keywords: Enviesamentos; Raciocínio automático; Cognitive Reflection Test; Teses de mestrado - 2012

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Almeida, T. (2012). Modelos duais de raciocínio e detecção de enviesamentos : bias blind spot e monitorização de fonte. (Thesis). Universidade de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/6910

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

Chicago Manual of Style (16^th Edition):

Almeida, Tiago. “Modelos duais de raciocínio e detecção de enviesamentos : bias blind spot e monitorização de fonte.” 2012. Thesis, Universidade de Lisboa. Accessed January 19, 2021. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/6910.

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

MLA Handbook (7^th Edition):

Almeida, Tiago. “Modelos duais de raciocínio e detecção de enviesamentos : bias blind spot e monitorização de fonte.” 2012. Web. 19 Jan 2021.

Vancouver:

Almeida T. Modelos duais de raciocínio e detecção de enviesamentos : bias blind spot e monitorização de fonte. [Internet] [Thesis]. Universidade de Lisboa; 2012. [cited 2021 Jan 19]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/6910.

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

Council of Science Editors:

Almeida T. Modelos duais de raciocínio e detecção de enviesamentos : bias blind spot e monitorização de fonte. [Thesis]. Universidade de Lisboa; 2012. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/6910

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

Universidade de Lisboa

4. Sequeira, Mariana. Modelos dualistas do julgamento em condições de incerteza : integração da mente reflexiva.

Degree: 2012, Universidade de Lisboa

URL: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/6921

►

Tese de mestrado, Psicologia (Cognição Social Aplicada), Universidade de Lisboa, Faculdade de Psicologia, 2012

A racionalidade tem vindo a ser considerada por alguns autores como… (more)

▼

Tese de mestrado, Psicologia (Cognição Social Aplicada), Universidade de Lisboa, Faculdade de Psicologia, 2012

A racionalidade tem vindo a ser considerada por alguns autores como um conceito importante no porquê de alguns indivíduos conseguirem substituir a resposta heurística por uma solução analítica durante o processo de julgamento em condições de incerteza (e.g. Stanovich, Toplak & West, 2012). Assim, de acordo com esta conceptualização, uma explicação possível para esta questão parece ser a existência de diferenças individuais nas disposições epistémicas de pensamento e regulação (mente reflexiva) e, também, diferenças no nível relacionado com desigualdades na capacidade cognitiva (mente algorítmica; Stanovich, 2008). Com efeito, para conseguir estudar os factores que influenciam a resposta racional é necessário utilizar problemas que operacionalizem simultaneamente as operações da mente reflexiva e da mente algorítmica. O Cognitive Reflection Test (CRT, Frederick, 2005) parece ser um instrumento que possui estas características. Desta forma, o principal objectivo deste estudo é, através da utilização deste medida, investigar as propriedades e características da mente reflexiva. Mais especificamente, esperava-se que responder ao CRT primeiro de acordo com o que se considera ser o pensamento dos outros e depois segundo o raciocínio do próprio pudesse levar, devido a mecanismos de vigilância epistémica e bias blind spot, à activação de um pensamento mais crítico em relação aos possíveis enviesamentos de resposta e, consequentemente, melhorar o desempenho do próprio. Esta hipótese foi apenas parcialmente apoiada. Para além disso, esperava-se, também, que o desempenho no CRT pudesse predizer os resultados numa bateria de problemas inferenciais devido ao facto de este instrumento conseguir mensurar propriedades reflexivas e algorítmicas da inibição. Esta hipótese foi apoiada pelos dados. Para além disso, no estudo follow up é proposta uma metodologia que procura estudar os contributos da mente reflexiva de uma forma completamente independente da mente algorítmica. As principais implicações são discutidas ao longo do trabalho.

Rationality has been considered by some authors as an important concept in the understanding of why some individuals have the ability to override the heuristic answer and replace it by an analytic solution during the process of judgment under uncertainty (e.g. Stanovich, Toplak & West, 2012). Thus, according with this conceptualization, one possible explanation for this question may be the existence of individual differences in epistemic thinking dispositions and regulation (i.e. reflective mind) or the existence of individual differences in cognitive capacity (i.e. algorithmic mind; Stanovich, 2008). Indeed, to study the variables influencing the rational response it is necessary to use problems that simultaneously tap the reflective level mechanisms’ and the cognitive operations of algorithmic mind. The Cognitive Reflection Test (CRT, Frederick, 2005) appears to be an instrument that has…

Advisors/Committee Members: Ferreira, Mário Augusto Boto, 1967-.

Subjects/Keywords: Cognitive Reflection Test; Julgamento; Racionalidade; Incerteza; Teses de mestrado - 2012

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Sequeira, M. (2012). Modelos dualistas do julgamento em condições de incerteza : integração da mente reflexiva. (Thesis). Universidade de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/6921

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

Chicago Manual of Style (16^th Edition):

Sequeira, Mariana. “Modelos dualistas do julgamento em condições de incerteza : integração da mente reflexiva.” 2012. Thesis, Universidade de Lisboa. Accessed January 19, 2021. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/6921.

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

MLA Handbook (7^th Edition):

Sequeira, Mariana. “Modelos dualistas do julgamento em condições de incerteza : integração da mente reflexiva.” 2012. Web. 19 Jan 2021.

Vancouver:

Sequeira M. Modelos dualistas do julgamento em condições de incerteza : integração da mente reflexiva. [Internet] [Thesis]. Universidade de Lisboa; 2012. [cited 2021 Jan 19]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/6921.

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

Council of Science Editors:

Sequeira M. Modelos dualistas do julgamento em condições de incerteza : integração da mente reflexiva. [Thesis]. Universidade de Lisboa; 2012. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ul.pt:10451/6921

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

University of Southern California

5. Reed, Alaisen. Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content.

Degree: EdD, Education (Leadership), 2010, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1710

► Students (N = 33) enrolled in master’s degree programs in counseling at three universities were asked to complete measures of need for cognition, openness to… (more)

Subjects/Keywords: critical reflection; cognitive complexity

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Reed, A. (2010). Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1710

Chicago Manual of Style (16^th Edition):

Reed, Alaisen. “Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content.” 2010. Doctoral Dissertation, University of Southern California. Accessed January 19, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1710.

MLA Handbook (7^th Edition):

Reed, Alaisen. “Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content.” 2010. Web. 19 Jan 2021.

Vancouver:

Reed A. Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2021 Jan 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1710.

Council of Science Editors:

Reed A. Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1710

The Ohio State University

6. Poulsen, Shannon. An exploration of cognitive reflection, identity threats, and directional information processing.

Degree: MA, Communication, 2018, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1532001627639449

► Are effortful thinkers more likely to process identity-threatening information accurately than those who tend to rely on their intuition? Or are they more likely to… (more)

Subjects/Keywords: Communication; cognitive reflection, motivated reasoning, biased processing, information processing

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Poulsen, S. (2018). An exploration of cognitive reflection, identity threats, and directional information processing. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1532001627639449

Chicago Manual of Style (16^th Edition):

Poulsen, Shannon. “An exploration of cognitive reflection, identity threats, and directional information processing.” 2018. Masters Thesis, The Ohio State University. Accessed January 19, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1532001627639449.

MLA Handbook (7^th Edition):

Poulsen, Shannon. “An exploration of cognitive reflection, identity threats, and directional information processing.” 2018. Web. 19 Jan 2021.

Vancouver:

Poulsen S. An exploration of cognitive reflection, identity threats, and directional information processing. [Internet] [Masters thesis]. The Ohio State University; 2018. [cited 2021 Jan 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1532001627639449.

Council of Science Editors:

Poulsen S. An exploration of cognitive reflection, identity threats, and directional information processing. [Masters Thesis]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1532001627639449

Massey University

7. Phin, Rebekah Jenny. Awareness : facilitating the therapeutic dance along the path of growth and change ; evaluating the psychometric properties of a therapist schema questionnaire.

Degree: MA, Psychology, 2013, Massey University

URL: http://hdl.handle.net/10179/4742

► The importance of the therapeutic relationship and the therapist’s contribution to the interpersonal processes, have been increasingly recognized as important factors in Cognitive Behavioural Therapy… (more)

Subjects/Keywords: Cognitive behavioural therapy; Cognitive Behaviour Therapy; Cognitive behaviour therapists; Therapeutic relationship; Schema; Self-awareness; Self-reflection

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Phin, R. J. (2013). Awareness : facilitating the therapeutic dance along the path of growth and change ; evaluating the psychometric properties of a therapist schema questionnaire. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/4742

Chicago Manual of Style (16^th Edition):

Phin, Rebekah Jenny. “Awareness : facilitating the therapeutic dance along the path of growth and change ; evaluating the psychometric properties of a therapist schema questionnaire.” 2013. Masters Thesis, Massey University. Accessed January 19, 2021. http://hdl.handle.net/10179/4742.

MLA Handbook (7^th Edition):

Phin, Rebekah Jenny. “Awareness : facilitating the therapeutic dance along the path of growth and change ; evaluating the psychometric properties of a therapist schema questionnaire.” 2013. Web. 19 Jan 2021.

Vancouver:

Phin RJ. Awareness : facilitating the therapeutic dance along the path of growth and change ; evaluating the psychometric properties of a therapist schema questionnaire. [Internet] [Masters thesis]. Massey University; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10179/4742.

Council of Science Editors:

Phin RJ. Awareness : facilitating the therapeutic dance along the path of growth and change ; evaluating the psychometric properties of a therapist schema questionnaire. [Masters Thesis]. Massey University; 2013. Available from: http://hdl.handle.net/10179/4742

University of Colorado

8. Byrd, Nick. Intuitive and Reflective Responses in Philosophy.

Degree: MA, Philosophy, 2014, University of Colorado

URL: https://scholar.colorado.edu/phil_gradetds/6

► Cognitive scientists have revealed systematic errors in human reasoning. There is disagreement about what these errors indicate about human rationality, but one upshot seems… (more)

Subjects/Keywords: Cognitive Reflection Test; Dual-process Theory; Intuition; Philosophy; PhilPapers; Rationality; Epistemology; Philosophy

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Byrd, N. (2014). Intuitive and Reflective Responses in Philosophy. (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/phil_gradetds/6

Chicago Manual of Style (16^th Edition):

Byrd, Nick. “Intuitive and Reflective Responses in Philosophy.” 2014. Masters Thesis, University of Colorado. Accessed January 19, 2021. https://scholar.colorado.edu/phil_gradetds/6.

MLA Handbook (7^th Edition):

Byrd, Nick. “Intuitive and Reflective Responses in Philosophy.” 2014. Web. 19 Jan 2021.

Vancouver:

Byrd N. Intuitive and Reflective Responses in Philosophy. [Internet] [Masters thesis]. University of Colorado; 2014. [cited 2021 Jan 19]. Available from: https://scholar.colorado.edu/phil_gradetds/6.

Council of Science Editors:

Byrd N. Intuitive and Reflective Responses in Philosophy. [Masters Thesis]. University of Colorado; 2014. Available from: https://scholar.colorado.edu/phil_gradetds/6

9. Goonetilleke, Dharshini. Cognitive Complexity, Mindfulness, and Reflection in Mental Health Professionals.

Degree: 2016, Minnesota State University – Mankato

URL: https://cornerstone.lib.mnsu.edu/etds/638

► In this cross sectional quantitative investigation, the relationships among mental health professionals' cognitive complexity, mindfulness, and reflection were explored. To determine if there was a… (more)

Subjects/Keywords: Cognitive complexity; Cognitive development; Counselor education; Mental health; Mindfulness; Reflection; Cognition and Perception; Counseling Psychology; Counselor Education

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Goonetilleke, D. (2016). Cognitive Complexity, Mindfulness, and Reflection in Mental Health Professionals. (Thesis). Minnesota State University – Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/etds/638

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

Chicago Manual of Style (16^th Edition):

Goonetilleke, Dharshini. “Cognitive Complexity, Mindfulness, and Reflection in Mental Health Professionals.” 2016. Thesis, Minnesota State University – Mankato. Accessed January 19, 2021. https://cornerstone.lib.mnsu.edu/etds/638.

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

MLA Handbook (7^th Edition):

Goonetilleke, Dharshini. “Cognitive Complexity, Mindfulness, and Reflection in Mental Health Professionals.” 2016. Web. 19 Jan 2021.

Vancouver:

Goonetilleke D. Cognitive Complexity, Mindfulness, and Reflection in Mental Health Professionals. [Internet] [Thesis]. Minnesota State University – Mankato; 2016. [cited 2021 Jan 19]. Available from: https://cornerstone.lib.mnsu.edu/etds/638.

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

Council of Science Editors:

Goonetilleke D. Cognitive Complexity, Mindfulness, and Reflection in Mental Health Professionals. [Thesis]. Minnesota State University – Mankato; 2016. Available from: https://cornerstone.lib.mnsu.edu/etds/638

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

Texas A&M University

10. Pracht, Dale Wayne. Evaluating the cognitive process of students participating in a service-learning experience while enrolled in a collegiate social problems class.

Degree: PhD, Agricultural Education, 2007, Texas A&M University

URL: http://hdl.handle.net/1969.1/5847

► This study evaluated the cognitive process of students participating in a 20-hour service-learning experience while enrolled in a collegiate Social Problems course. This study examined… (more)

▼ This study evaluated the cognitive process of students participating in a 20-hour service-learning experience while enrolled in a collegiate Social Problems course. This study examined student attitudes about social problems and their ability to affect change and examined relationships between demographic variables, student attitudes, and their stages of cognitive process. The population was all students who were enrolled in a Social Problems course during the Fall 2005 semester. Of the 77 students enrolled in the course, 48 completed both the pre-test and post-test questionnaire and 64 completed the service-learning journals and papers. The researcher used a mixed method research design. The quantitative study used a pre-test and post-test questionnaire to evaluate changes in attitude towards service learning. The qualitative study evaluated journal entries and papers using the Constant Comparative Method of Qualitative Analysis to assess stages of cognitive development. The major findings of the study were: 1) Students progressed through six stages of cognitive development - Shock, Guilt, Normalization, Cultural Sensitivity, Engagement, and Empowerment, however no student experienced all stages; 2) Three new stages were discovered - Guilt, Cultural Sensitivity, and Empowerment; 3) All students who had not volunteered before experienced Shock; 4) Shock occurred for some students who had previously volunteered; 5) Students experiencing Guilt were primarily White and from families with parental incomes greater than $75,000 a year; 7) A majority of students experienced Empowerment; 8) Most students volunteering more than 10 hours a month experienced Empowerment; 9) All People of Color experienced Empowerment; 10) Results from pre-test and post-test questionnaires did not indicate a significant change in attitudes towards service-learning as a result of participating in the service-learning experience. Educators should: 1) Be prepared to assist students as they experience multiple stages of the cognitive process during their service-learning experiences; 2) Give instruction in reflective journaling, provide students with guided journal questions, and monitor stages of the cognitive process; 3) Incorporate service-learning into curriculum to enhance cognitive learning and empower students; 4) Replicate with a more diverse population and larger sample size. Advisors/Committee Members: Boyd, Barry L. (advisor), Larke, Jr., Alvin A. (committee member), Stanley, Christine (committee member), Townsend, Christine D. (committee member).

Subjects/Keywords: Service-learning; Cognitive; Social; Collegiate; Reflection; Journal

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Pracht, D. W. (2007). Evaluating the cognitive process of students participating in a service-learning experience while enrolled in a collegiate social problems class. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/5847

Chicago Manual of Style (16^th Edition):

Pracht, Dale Wayne. “Evaluating the cognitive process of students participating in a service-learning experience while enrolled in a collegiate social problems class.” 2007. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/5847.

MLA Handbook (7^th Edition):

Pracht, Dale Wayne. “Evaluating the cognitive process of students participating in a service-learning experience while enrolled in a collegiate social problems class.” 2007. Web. 19 Jan 2021.

Vancouver:

Pracht DW. Evaluating the cognitive process of students participating in a service-learning experience while enrolled in a collegiate social problems class. [Internet] [Doctoral dissertation]. Texas A&M University; 2007. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/5847.

Council of Science Editors:

Pracht DW. Evaluating the cognitive process of students participating in a service-learning experience while enrolled in a collegiate social problems class. [Doctoral Dissertation]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/5847

Vytautas Magnus University

11. Gaigalaitė, Vilma. Racionalumo principų pažeidimų priimant sprendimus ryšys su grupės dydžiu, statusu organizacijoje ir kognityviniu stiliumi.

Degree: Master, Psichology, 2009, Vytautas Magnus University

URL: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20091221_135030-87855 ;

►

Darbo problema: esant nuolatiniai būtinumui apdoroti vis didesnius informacijos kiekius, formuluojant ir sprendžiant sudėtingas problemas, žmogaus protas dažnai nebepajėgia patenkinti visų racionalumo reikalavimų, ir daug… (more)

▼

Darbo problema: esant nuolatiniai būtinumui apdoroti vis didesnius informacijos kiekius, formuluojant ir sprendžiant sudėtingas problemas, žmogaus protas dažnai nebepajėgia patenkinti visų racionalumo reikalavimų, ir daug pasaulio sprendimų priimami nesilaikant racionalumo prielaidų. Visokeriopos gerovės išlaikymas ar kūrimas reikalauja objektyvumo, nešališkumo. Svarbu įvertinti, kas lemia invariantiškumo principo pažeidimus ir kitus kognityvinius poslinkius. Darbo tikslas - įvertinti racionalumo principų pažeidimų priimant sprendimus ryšį su skirtingu grupės dydžiu (užduotyje minimu žmonių skaičiumi), statusu organizacijoje ir kognityviniu (sprendimų priėmimo) stiliumi. Naudotos tyrimo metodikos: 1. Formulavimo poveikio stiprumui skirtingo dydžio grupėse įvertinti naudota modifikuota Tversky, Kahneman (1981) Azijietiškos ligos problema. 2. Siekiant nustatyti skirtingo organizacinio statuso asmenų jautrumą formulavimo poveikiui buvo naudota Tversky, Kahneman (1981) lošimų problema. 3. Dominuojančiam sprendimų priėmimo stiliui nustatyti naudotas Scott, Bruce (1995) GDMS (General Decision – Making Style) klausimynas. 4. Veidrodinio atspindžio efektui įvertinti skirta Kahneman, Tversky (1979) lošimo problema. 5. Invariantiškumo principo pažeidimų dydžiui įvertinti buvo naudota Frisch (1993) „Važiavimo į kitą parduotuvės filialą dėl nuolaidos“ situacija, Tversky, Kahneman (1981) „Bilieto pirkimo antrą kartą“ situacija, Goldstein, Einhorn (1987) lošimo problema. Tyrimas buvo... [toliau žr. visą tekstą]

Problem of work: given the ever-present necessity to process increasingly more information, when formulating and solving complicated problems the human mind often fails to meet all the requirements of rationality, and many decisions in the world are, therefore, made without observing the prerequisites of rationality. Maintaining or creating any kind of welfare requires objectiveness and impartiality. It is important to take into account what determines the violations of invariantability principle and other cognitive biases. The purpose of work is to assess the relationship of rationality principles’ violation, when making the decision, with the different group size (number of people specified in the problem), status in the organization and cognitive (decision-making) style. Research methodologies used: 1. For the assessment of framing effect in groups of different size, modified Asian disease problem of Tversky and Kahneman (1981) was used. 2. For the establishment of sensitivity of individuals of different organizational status to the framing effect, Tversky and Kahneman’s (1981) gamble problem was applied. 3. Scott and Bruce’s (1995) GDMS (General Decision – Making Style) questionnaire was used to determine the dominating decision-making style. 4. The reflection effect was assessed according to Kahneman and Tversky’s (1979) gamble problem. 5. Frisch’s (1993) “Going to another affiliate of the store to get the discount” situation and Tversky and Kahneman’s (1981) “Buying the... [to full text]

Advisors/Committee Members: Martišius, Vaclovas (Master’s thesis supervisor), Endriulaitienė, Auksė (Master’s thesis reviewer).

Subjects/Keywords: Sprendimų priėmimas; Formulavimo poveikis; Veidrodinio atspindžio efektas; Invariantiškumas; Kognityvinis stilius; Decision-making; Framing effect; Reflection effect; Invariantability; Cognitive style

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Gaigalaitė, Vilma. (2009). Racionalumo principų pažeidimų priimant sprendimus ryšys su grupės dydžiu, statusu organizacijoje ir kognityviniu stiliumi. (Masters Thesis). Vytautas Magnus University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20091221_135030-87855 ;

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

Chicago Manual of Style (16^th Edition):

Gaigalaitė, Vilma. “Racionalumo principų pažeidimų priimant sprendimus ryšys su grupės dydžiu, statusu organizacijoje ir kognityviniu stiliumi.” 2009. Masters Thesis, Vytautas Magnus University. Accessed January 19, 2021. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20091221_135030-87855 ;.

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

MLA Handbook (7^th Edition):

Gaigalaitė, Vilma. “Racionalumo principų pažeidimų priimant sprendimus ryšys su grupės dydžiu, statusu organizacijoje ir kognityviniu stiliumi.” 2009. Web. 19 Jan 2021.

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

Vancouver:

Gaigalaitė, Vilma. Racionalumo principų pažeidimų priimant sprendimus ryšys su grupės dydžiu, statusu organizacijoje ir kognityviniu stiliumi. [Internet] [Masters thesis]. Vytautas Magnus University; 2009. [cited 2021 Jan 19]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20091221_135030-87855 ;.

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

Council of Science Editors:

Gaigalaitė, Vilma. Racionalumo principų pažeidimų priimant sprendimus ryšys su grupės dydžiu, statusu organizacijoje ir kognityviniu stiliumi. [Masters Thesis]. Vytautas Magnus University; 2009. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20091221_135030-87855 ;

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

Stockholm University

12. Nordgren, Johan Alexander. The Conjunction Fallacy from a Safety Culture Perspective - An Experimental Study.

Degree: Psychology, 2016, Stockholm University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133791

► Heuristic estimates of probabilities may be an obstacle to decision making within High Reliability Organizations. Accident reports have found that two from each other… (more)

Subjects/Keywords: Safety Culture; Blame Culture; Criticism; Negative feedback; mood; affect; CRT; Cognitive Reflection Test; The Conjunction Fallacy; Experiment; High reliability organizations; HRO

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Nordgren, J. A. (2016). The Conjunction Fallacy from a Safety Culture Perspective - An Experimental Study. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133791

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

Chicago Manual of Style (16^th Edition):

Nordgren, Johan Alexander. “The Conjunction Fallacy from a Safety Culture Perspective - An Experimental Study.” 2016. Thesis, Stockholm University. Accessed January 19, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133791.

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

MLA Handbook (7^th Edition):

Nordgren, Johan Alexander. “The Conjunction Fallacy from a Safety Culture Perspective - An Experimental Study.” 2016. Web. 19 Jan 2021.

Vancouver:

Nordgren JA. The Conjunction Fallacy from a Safety Culture Perspective - An Experimental Study. [Internet] [Thesis]. Stockholm University; 2016. [cited 2021 Jan 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133791.

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

Council of Science Editors:

Nordgren JA. The Conjunction Fallacy from a Safety Culture Perspective - An Experimental Study. [Thesis]. Stockholm University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133791

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

13. Warren, Jenn. SpeakUP! Young Women Share Powerful Stories From Their Own Lives.

Degree: 2016, , Faculty of Culture and Society (KS)

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22591

► How can a Digital Storytelling workshop help educate, inspire and mobilise young women engaged in a non-profit organisation, in order to assist their peers?… (more)

Subjects/Keywords: Digital Storytelling; C4D; digital literacy; reflection; participation; conscientisation; Social Learning Theory; Social Cognitive Theory; voice; social change; qualitative; Social Sciences; Samhällsvetenskap

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Warren, J. (2016). SpeakUP! Young Women Share Powerful Stories From Their Own Lives. (Thesis). , Faculty of Culture and Society (KS). Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22591

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

Chicago Manual of Style (16^th Edition):

Warren, Jenn. “SpeakUP! Young Women Share Powerful Stories From Their Own Lives.” 2016. Thesis, , Faculty of Culture and Society (KS). Accessed January 19, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22591.

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

MLA Handbook (7^th Edition):

Warren, Jenn. “SpeakUP! Young Women Share Powerful Stories From Their Own Lives.” 2016. Web. 19 Jan 2021.

Vancouver:

Warren J. SpeakUP! Young Women Share Powerful Stories From Their Own Lives. [Internet] [Thesis]. , Faculty of Culture and Society (KS); 2016. [cited 2021 Jan 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22591.

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

Council of Science Editors:

Warren J. SpeakUP! Young Women Share Powerful Stories From Their Own Lives. [Thesis]. , Faculty of Culture and Society (KS); 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22591

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

University of Arkansas

14. Hilaire, Patterson P. Effects of Critical Reflection on University Students’ Cognitive Achievement in Agricultural Mechanization.

Degree: MS, 2019, University of Arkansas

URL: https://scholarworks.uark.edu/etd/3253

► Experiential learning continues to play a vital role in agricultural education and mechanization laboratories (Shoulders & Myers, 2013). An essential component of experiential learning… (more)

Subjects/Keywords: Agricultural Mechanization; Cognitive Achievement; Critical Reflection; Experiential Learning; Short Term Memory; Agricultural Education; Cognition and Perception; Cognitive Psychology; Educational Assessment, Evaluation, and Research

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Hilaire, P. P. (2019). Effects of Critical Reflection on University Students’ Cognitive Achievement in Agricultural Mechanization. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3253

Chicago Manual of Style (16^th Edition):

Hilaire, Patterson P. “Effects of Critical Reflection on University Students’ Cognitive Achievement in Agricultural Mechanization.” 2019. Masters Thesis, University of Arkansas. Accessed January 19, 2021. https://scholarworks.uark.edu/etd/3253.

MLA Handbook (7^th Edition):

Hilaire, Patterson P. “Effects of Critical Reflection on University Students’ Cognitive Achievement in Agricultural Mechanization.” 2019. Web. 19 Jan 2021.

Vancouver:

Hilaire PP. Effects of Critical Reflection on University Students’ Cognitive Achievement in Agricultural Mechanization. [Internet] [Masters thesis]. University of Arkansas; 2019. [cited 2021 Jan 19]. Available from: https://scholarworks.uark.edu/etd/3253.

Council of Science Editors:

Hilaire PP. Effects of Critical Reflection on University Students’ Cognitive Achievement in Agricultural Mechanization. [Masters Thesis]. University of Arkansas; 2019. Available from: https://scholarworks.uark.edu/etd/3253

Universidade do Rio Grande do Sul

15. Gil, Maitê Moraes. Uma viagem, diferentes bagagens : prática de reflexão linguística, formação de professores e linguística cognitiva.

Degree: 2015, Universidade do Rio Grande do Sul

URL: http://hdl.handle.net/10183/115767

► O presente trabalho articula a formação de professores de Língua Portuguesa, a prática de reflexão linguística em sala de aula e o constructo teórico da… (more)

▼ O presente trabalho articula a formação de professores de Língua Portuguesa, a prática de reflexão linguística em sala de aula e o constructo teórico da Linguística Cognitiva (LC). Para tanto, esta tese constitui-se de duas partes relacionadas, mas independentes. Na primeira, desenvolve-se uma pesquisa qualitativa com grupo focal, da qual participaram quatro alunas de um curso de Letras, as quais estavam – no momento da pesquisa – cursando a disciplina de Estágio de Docência de Português 1. O objetivo da primeira parte é investigar como os professores em formação inicial participantes da pesquisa entendem e propõem o trabalho com as formas linguísticas em seus projetos de estágio. Para isso, a pesquisadora realizou observação participante ao longo das aulas presenciais da disciplina de Estágio de Docência de Português 1, além de propor encontros de avaliação conjunta do pré-projeto e do projeto final das participantes. Os encontros foram gravados em áudio e, posteriormente, transcritos. Ao final da primeira parte, analisam-se o conteúdo temático das interações e os documentos relacionados ao estágio das participantes. Esta primeira parte se torna relevante para a construção de entendimentos que guiam a segunda parte da tese. Entre esses entendimentos, encontram-se (i) a necessidade da construção de mais relações entre as disciplinas teóricas de Linguística e a futura prática docente dos professores em formação, (ii) a importância da realização de intervenções (individualizadas e coletivas) para que os professores em formação estabeleçam articulações entre o que estudaram ao longo do curso e a sua prática docente e para que se vejam e ajam como profissionais reflexivos e (iii) a configuração do estágio como um espaço de reflexão sobre a própria ação. Na segunda parte, investiga-se em que sentido a prática de reflexão linguística pode se beneficiar dos pressupostos da LC, buscando atender aos entendimentos oriundos da primeira parte desta tese. É feita, então, uma revisão de conceitos da LC – noções de língua, construals, embodiment, categorização, conhecimento enciclopédico e construções – e, em seguida, são discutidas as suas implicações para a realização da prática de reflexão linguística. A fim de ilustrar as relações propostas, são apresentadas situações de aulas de língua portuguesa, as quais foram vivenciadas pela pesquisadora. Ainda na segunda parte desta tese, analisa-se o trabalho sobre “metáfora” proposto por duas participantes da primeira parte deste estudo, a fim de apresentar uma situação em que a LC pode informar a definição de uma forma linguística. Ao final da segunda parte desta tese, apresenta-se um continuum entre “ações já debatidas em estudos sobre a prática de reflexão linguística no ensino de línguas” e as “novas ações para a prática de reflexão linguística no ensino de línguas inspiradas por entendimentos da LC”. Concluiu-se que o estabelecimento de relações entre os pressupostos da LC e a prática de reflexão linguística é produtivo, uma vez que desloca o foco da “forma” para a “significação”… Advisors/Committee Members: Siqueira, Maity Simone Guerreiro.

Subjects/Keywords: Language teachers training; Formação de professores; Practice of linguistic reflection; Lingüística cognitiva; Ensino de língua portuguesa; Cognitive Linguistics; Curricular teacher training; Portuguese language teaching

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Gil, M. M. (2015). Uma viagem, diferentes bagagens : prática de reflexão linguística, formação de professores e linguística cognitiva. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/115767

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

Chicago Manual of Style (16^th Edition):

Gil, Maitê Moraes. “Uma viagem, diferentes bagagens : prática de reflexão linguística, formação de professores e linguística cognitiva.” 2015. Thesis, Universidade do Rio Grande do Sul. Accessed January 19, 2021. http://hdl.handle.net/10183/115767.

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

MLA Handbook (7^th Edition):

Gil, Maitê Moraes. “Uma viagem, diferentes bagagens : prática de reflexão linguística, formação de professores e linguística cognitiva.” 2015. Web. 19 Jan 2021.

Vancouver:

Gil MM. Uma viagem, diferentes bagagens : prática de reflexão linguística, formação de professores e linguística cognitiva. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2015. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10183/115767.

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

Council of Science Editors:

Gil MM. Uma viagem, diferentes bagagens : prática de reflexão linguística, formação de professores e linguística cognitiva. [Thesis]. Universidade do Rio Grande do Sul; 2015. Available from: http://hdl.handle.net/10183/115767

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

University of Georgia

16. Park, Hyungkook. An investigation of a Web-based self-regulated learning support tool : a case study in graduate education.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/21355

► This study was designed to explore the use of a Web-based Self-Regulated Learning Support tool (SRLS tool) in a student-centered postsecondary educational software development course… (more)

▼ This study was designed to explore the use of a Web-based Self-Regulated Learning Support tool (SRLS tool) in a student-centered postsecondary educational software development course in order to design a better learner support system to help students experience successful learning. This study followed an embedded single-case designed study approach that employed multiple methods (questionnaire, interviews and artifacts) to answer the research questions focused on how the participants in the course used the SRLS tool, how they perceived the instrumentality of the tool, and how they benefited from the use of the tool. Results indicated that the students in the course used the tool for basic activities like goal setting, planning, monitoring, and reflection with the help of the email triggers and guiding questions in the update templates. They did not use the more advanced functions like shared learning, request feedback, and GuideMe® to as great an extent. The participants’ perceived instrumentality (or utility value) on the use of the SRLS tool varied according to several factors. Students had 1) higher utility value for the use of the tool in the beginning of the semester than the end; 2) higher utility value for the difficult, big, and team- based tasks than the easy, small, and individual-based tasks; 3) higher utility value for inexperienced students than experienced students; and 4) higher utility value when their design and reflection style matched up with the tool’s structure. It appears the tool benefited some students in getting started with their projects, and to keep moving ahead toward completion by reinforcing self-efficacy, ownership, and a clearer structure over the tasks, many of which were completed in complex settings. In addition, the communication functions of the Web enabled direct and indirect interactions between the students and the instructor. The guiding questions in the tool also facilitated the students’ ability to actively look for resources such as books, Web sites, and human sources of information.

Subjects/Keywords: Self-regulated learning; Student-centered learning; Constructivism; Project-based learning; cognitive tools; Motivation; Self-efficacy; Scaffolding; Technology-mediated learning support; Metacognition; Reflection

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Park, H. (2014). An investigation of a Web-based self-regulated learning support tool : a case study in graduate education. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21355

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

Chicago Manual of Style (16^th Edition):

Park, Hyungkook. “An investigation of a Web-based self-regulated learning support tool : a case study in graduate education.” 2014. Thesis, University of Georgia. Accessed January 19, 2021. http://hdl.handle.net/10724/21355.

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

MLA Handbook (7^th Edition):

Park, Hyungkook. “An investigation of a Web-based self-regulated learning support tool : a case study in graduate education.” 2014. Web. 19 Jan 2021.

Vancouver:

Park H. An investigation of a Web-based self-regulated learning support tool : a case study in graduate education. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10724/21355.

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

Council of Science Editors:

Park H. An investigation of a Web-based self-regulated learning support tool : a case study in graduate education. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21355

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

University of Manitoba

17. Hawthorne, Rhonda. A teacher's journey to transform her math identity.

Degree: Curriculum, Teaching and Learning, 2016, University of Manitoba

URL: http://hdl.handle.net/1993/32014

► This study explored the transformation of a teacher’s math identity. The researcher used narrative inquiry to live alongside the participant (Clandinin, 2013) as she experienced… (more)

Subjects/Keywords: Mathematics; Identity; Pre-service teachers; Reflection; Efficacy; Relationship; Teacher; Narrative inquiry; Teacher education; Trust; Motivation; Transformation; Balance; Meaningful; Growth; Lifelong learning; Pedagogy; Experience; Collaborative; Cognitive dissonance

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Hawthorne, R. (2016). A teacher's journey to transform her math identity. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32014

Chicago Manual of Style (16^th Edition):

Hawthorne, Rhonda. “A teacher's journey to transform her math identity.” 2016. Masters Thesis, University of Manitoba. Accessed January 19, 2021. http://hdl.handle.net/1993/32014.

MLA Handbook (7^th Edition):

Hawthorne, Rhonda. “A teacher's journey to transform her math identity.” 2016. Web. 19 Jan 2021.

Vancouver:

Hawthorne R. A teacher's journey to transform her math identity. [Internet] [Masters thesis]. University of Manitoba; 2016. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1993/32014.

Council of Science Editors:

Hawthorne R. A teacher's journey to transform her math identity. [Masters Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/32014

18. Klein, Simon. Avoiding the conjunction fallacy: Who can take a hint?.

Degree: Psychology, 2017, Umeå University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-136847

►

Humans repeatedly commit the so called “conjunction fallacy”, erroneously judging the probability of two events occurring together as higher than the probability of one… (more)

▼

Humans repeatedly commit the so called “conjunction fallacy”, erroneously judging the probability of two events occurring together as higher than the probability of one of the events. Certain hints have been shown to mitigate this tendency. The present thesis investigated the relations between three psychological factors and performance on conjunction tasks after reading such a hint. The factors represent the understanding of probability and statistics (statistical numeracy), the ability to resist intuitive but incorrect conclusions (cognitive reflection), and the willingness to engage in, and enjoyment of, analytical thinking (need-for-cognition). Participants (n = 50) answered 30 short conjunction tasks and three psychological scales. A bimodal response distribution motivated dichotomization of performance scores. Need-for-cognition was significantly, positively correlated with performance, while numeracy and cognitive reflection were not. The results suggest that the willingness to engage in, and enjoyment of, analytical thinking plays an important role for the capacity to avoid the conjunction fallacy after taking a hint. The hint further seems to neutralize differences in performance otherwise predicted by statistical numeracy and cognitive reflection.

Människor begår ofta det så kallade ”konjuktionsfelslutet”, genom att felaktigt bedöma sannolikheten för sammanträffandet av två händelser som större än sannolikheten för en av händelserna. Vissa typer av ledtrådar har visat sig mildra denna tendens. Denna uppsats undersökte relationerna mellan tre psykologiska faktorer och prestation på konjunktionsuppgifter efter att ha läst en sådan ledtråd. Faktorerna motsvarade förståelsen för sannolikhet och statistik (statistisk räknefärdighet, eng., statistical numeracy), förmågan att motstå intuitiva men felaktiga slutsatser, (kognitiv reflektion, eng., cognitive reflection), samt viljan och lusten till analytiskt tänkande (behov-av-tänkande, eng., need-for-cognition). Deltagare (n = 50) besvarade 30 korta konjunktionsuppgifter och tre psykologiska mätskalor. En bimodal svarsfördelning motiverade dikotomisering av resultaten. Behov-av-tänkande var signifikant, positivt korrelerat med prestation, vilket varken räknefärdighet eller kognitiv reflektion var. Resultaten tyder på att viljan och lusten till analytiskt tänkande spelar en viktig roll i förmågan att undvika konjunktionsfelslutet efter att ha fått en ledtråd. Ledtråden verkar också neutralisera skillnader i prestation som annars uppstår på grund av räknefärdighet och kognitiv reflektion.

Subjects/Keywords: Conjunction fallacy; nested-sets; need-for-cognition; NFC; numeracy; cognitive reflection; individual differences; debiasing.; Psychology (excluding Applied Psychology); Psykologi (exklusive tillämpad psykologi)

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Klein, S. (2017). Avoiding the conjunction fallacy: Who can take a hint?. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-136847

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

Chicago Manual of Style (16^th Edition):

Klein, Simon. “Avoiding the conjunction fallacy: Who can take a hint?.” 2017. Thesis, Umeå University. Accessed January 19, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-136847.

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

MLA Handbook (7^th Edition):

Klein, Simon. “Avoiding the conjunction fallacy: Who can take a hint?.” 2017. Web. 19 Jan 2021.

Vancouver:

Klein S. Avoiding the conjunction fallacy: Who can take a hint?. [Internet] [Thesis]. Umeå University; 2017. [cited 2021 Jan 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-136847.

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

Council of Science Editors:

Klein S. Avoiding the conjunction fallacy: Who can take a hint?. [Thesis]. Umeå University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-136847

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

University of Southern California

19. Yun, Jo-Ann H. Critical reflection among elementary school teachers: an examination of content, cognitive style, and integrative complexity.

Degree: EdD, 2008, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/117970/rec/1709

► Elementary School Teachers (N= 34) were asked to identify incidents or events that had occurred during the previous month that in some way had been… (more)

Subjects/Keywords: Education (Curriculum &; Instruction); critical reflection; elementary school teachers; integrative complexity; cognitive style; content

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Yun, J. H. (2008). Critical reflection among elementary school teachers: an examination of content, cognitive style, and integrative complexity. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/117970/rec/1709

Chicago Manual of Style (16^th Edition):

Yun, Jo-Ann H. “Critical reflection among elementary school teachers: an examination of content, cognitive style, and integrative complexity.” 2008. Doctoral Dissertation, University of Southern California. Accessed January 19, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/117970/rec/1709.

MLA Handbook (7^th Edition):

Yun, Jo-Ann H. “Critical reflection among elementary school teachers: an examination of content, cognitive style, and integrative complexity.” 2008. Web. 19 Jan 2021.

Vancouver:

Yun JH. Critical reflection among elementary school teachers: an examination of content, cognitive style, and integrative complexity. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2021 Jan 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/117970/rec/1709.

Council of Science Editors:

Yun JH. Critical reflection among elementary school teachers: an examination of content, cognitive style, and integrative complexity. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/117970/rec/1709

University of North Texas

20. Alkhars, Mohammed. Decision Makers’ Cognitive Biases in Operations Management: An Experimental Study.

Degree: 2016, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc849675/

► Behavioral operations management (BOM) has gained popularity in the last two decades. The main theme in this new stream of research is to include the… (more)

▼ Behavioral operations management (BOM) has gained popularity in the last two decades. The main theme in this new stream of research is to include the human behavior in Operations Management (OM) models to increase the effectiveness of such models. BOM is classified into 4 areas: cognitive psychology, social psychology, group dynamics and system dynamics (Bendoly et al. 2010). This dissertation will focus on the first class, namely cognitive psychology. Cognitive psychology is further classified into heuristics and biases. Tversky and Kahneman (1974) discussed 3 heuristics and 13 cognitive biases that usually face decision makers. This dissertation is going to study 6 cognitive biases under the representativeness heuristic. The model in this dissertation states that cognitive reflection of the individual (Frederick 2005) and training about cognitive biases in the form of warning (Kaufmann and Michel 2009) will help decisions’ makers make less biased decisions. The 6 cognitive biases investigated in this dissertation are insensitivity to prior probability, insensitivity to sample size, misconception of chance, insensitivity to predictability, the illusion of validity and misconception of regression. 6 scenarios in OM contexts have been used in this study. Each scenario corresponds to one cognitive bias. Experimental design has been used as the research tool. To see the impact of training, one group of the participants received the scenarios without training and the other group received them with training. The training consists of a brief description of the cognitive bias as well as an example of the cognitive bias. Cognitive reflection is operationalized using cognitive reflection test (CRT). The survey was distributed to students at University of North Texas (UNT). Logistic regression has been employed to analyze data. The research shows that participants show the cognitive biases proposed by Tversky and Kahneman. Moreover, CRT is significant factor to predict the cognitive bias in two scenarios. Finally, providing training in terms of warning helps participants to make more rational decisions in 4 scenarios. This means that although cognitive biases are inherent in the mind of people, management of corporations has the tool to educate its managers and professionals about such biases which helps companies make more rational decisions. Advisors/Committee Members: Pavur, Robert, Evangelopoulos, Nicholas, Kulkarn, Shailesh, Cooper, Danielle.

Subjects/Keywords: Behavioral Operations Management (BOM); Cognitive Biases; Representativeness; Heuristic; Insensitivity to Prior Probability Bias; Insensitivity to Sample Size Bias; Misconception of Chance; Insensitivity to Predictability; Illusion of Validity; Misconception of Regression; Cognitive Reflection; Debiasing Strategies; Business Administration, Management

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Alkhars, M. (2016). Decision Makers’ Cognitive Biases in Operations Management: An Experimental Study. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849675/

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

Chicago Manual of Style (16^th Edition):

Alkhars, Mohammed. “Decision Makers’ Cognitive Biases in Operations Management: An Experimental Study.” 2016. Thesis, University of North Texas. Accessed January 19, 2021. https://digital.library.unt.edu/ark:/67531/metadc849675/.

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

MLA Handbook (7^th Edition):

Alkhars, Mohammed. “Decision Makers’ Cognitive Biases in Operations Management: An Experimental Study.” 2016. Web. 19 Jan 2021.

Vancouver:

Alkhars M. Decision Makers’ Cognitive Biases in Operations Management: An Experimental Study. [Internet] [Thesis]. University of North Texas; 2016. [cited 2021 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849675/.

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

Council of Science Editors:

Alkhars M. Decision Makers’ Cognitive Biases in Operations Management: An Experimental Study. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849675/

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

University of Minnesota

21. Moritz, Brent B. Cognition and heterogeneity in supply chain planning: a study of inventory decision making.

Degree: PhD, Business Administration, 2010, University of Minnesota

URL: http://purl.umn.edu/113027

► This dissertation investigates supply chain inventory decision making using behavioral experiments. Within inventory management, selecting the order quantity in advance of unknown future demand is… (more)

Subjects/Keywords: Cognitive dissonance; Cognitive reflection; Forecasting; Newsvendor inventory decisions; Supply chain management; System neglect; Business Administration

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Moritz, B. B. (2010). Cognition and heterogeneity in supply chain planning: a study of inventory decision making. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/113027

Chicago Manual of Style (16^th Edition):

Moritz, Brent B. “Cognition and heterogeneity in supply chain planning: a study of inventory decision making.” 2010. Doctoral Dissertation, University of Minnesota. Accessed January 19, 2021. http://purl.umn.edu/113027.

MLA Handbook (7^th Edition):

Moritz, Brent B. “Cognition and heterogeneity in supply chain planning: a study of inventory decision making.” 2010. Web. 19 Jan 2021.

Vancouver:

Moritz BB. Cognition and heterogeneity in supply chain planning: a study of inventory decision making. [Internet] [Doctoral dissertation]. University of Minnesota; 2010. [cited 2021 Jan 19]. Available from: http://purl.umn.edu/113027.

Council of Science Editors:

Moritz BB. Cognition and heterogeneity in supply chain planning: a study of inventory decision making. [Doctoral Dissertation]. University of Minnesota; 2010. Available from: http://purl.umn.edu/113027

Texas State University – San Marcos

22. Solis, Rachel. Teachers' Experiences of Learning Through a Reflective Inquiry Process Focused on the Relationship Between Teaching Beliefs and Behaviors.

Degree: PhD, School Improvement, 2015, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/5544

► This qualitative study examined how teachers learn when they are prompted and supported to reflect on their teaching beliefs and behaviors and the relationship between… (more)

▼ This qualitative study examined how teachers learn when they are prompted and supported to reflect on their teaching beliefs and behaviors and the relationship between those beliefs and behaviors. The results are presented as case study narratives of the three public school teachers who participated in the study, and the narratives detail the teachers’ experiences of learning through a reflective inquiry process as they each worked on a self-selected action research project and simultaneously analyzed their beliefs about teaching and learning. Through the reflective inquiry process, the teachers created a teaching platform, engaged in action research, participated in a collegial group, and experienced a critical friendship with the researcher. Although the current knowledge base includes substantial literature on learning communities, little research addresses teachers’ experiences of learning within those communities. This study documented the participants’ journeys through a reflective inquiry process and examined the role of reflection in their learning, specifically the impact on teacher learning when teachers reflect on their beliefs and behaviors. The data collection process consisted of interviews, group meetings, observations, post-observation conferrals, and written reflections. Each of these methods facilitated the teachers’ professional development process and was used to gather data on that process. Data analysis included a recursive process of reducing and interpreting the data, with the resultant conclusions drawn from those results. Findings include that teachers are not accustomed to thinking about their beliefs, and that the experience of doing so is an emotional and important process for teachers’ professional development. Sharing beliefs promotes accountability for teachers’ practices. By creating a teaching platform and comparing teaching behaviors with those espoused beliefs, teachers experience cognitive dissonance which can motivate them to make changes to their beliefs and/or behaviors. The level of teachers’ learning and improvement during this process is related to their level of engagement with teacher inquiry. Teachers’ informally stated beliefs must also be analyzed for congruence with teaching platforms, as the informal beliefs may not align with the teaching platform but will continue to impact teachers’ practices. For a reflective inquiry process to be most effective in impacting teacher learning and practice, the school culture must support this effort, including the open dialogue that is a key component of the process. These findings indicate that there is a need for teachers to be supported to engage in teacher inquiry with a specific focus on their teaching beliefs. School leaders should foster a professional learning environment that facilitates this type of self-reflection and the collegial dialogue that is necessary for making significant changes to practice. Educational leadership preparation programs can use the information from this study to better understand the struggle… Advisors/Committee Members: Gordon, Stephen P. (advisor), Jacobs, Jennifer (committee member), McGhee, Marla (committee member), Ross-Gordon, Jovita (committee member).

Subjects/Keywords: Teacher reflection; Reflective inquiry; Teacher inquiry; Teaching platform; Teacher beliefs; Espoused beliefs; Teaching behaviors; Cognitive dissonance; Teacher learning; Teacher professional development; Experiential learning; Collegial dialogue; Critical friendship; Action research; Practitioner research; Case study; Teaching; Teachers – Psychology; Cognitive dissonance

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Solis, R. (2015). Teachers' Experiences of Learning Through a Reflective Inquiry Process Focused on the Relationship Between Teaching Beliefs and Behaviors. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5544

Chicago Manual of Style (16^th Edition):

Solis, Rachel. “Teachers' Experiences of Learning Through a Reflective Inquiry Process Focused on the Relationship Between Teaching Beliefs and Behaviors.” 2015. Doctoral Dissertation, Texas State University – San Marcos. Accessed January 19, 2021. https://digital.library.txstate.edu/handle/10877/5544.

MLA Handbook (7^th Edition):

Solis, Rachel. “Teachers' Experiences of Learning Through a Reflective Inquiry Process Focused on the Relationship Between Teaching Beliefs and Behaviors.” 2015. Web. 19 Jan 2021.

Vancouver:

Solis R. Teachers' Experiences of Learning Through a Reflective Inquiry Process Focused on the Relationship Between Teaching Beliefs and Behaviors. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2015. [cited 2021 Jan 19]. Available from: https://digital.library.txstate.edu/handle/10877/5544.

Council of Science Editors:

Solis R. Teachers' Experiences of Learning Through a Reflective Inquiry Process Focused on the Relationship Between Teaching Beliefs and Behaviors. [Doctoral Dissertation]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/5544

East Tennessee State University

23. Atkinson, Megan E. Move, Interact, and Connect Personally Barter Theatre’s Project REAL Gets Implicit In Order To Learn.

Degree: MA, Liberal Studies, 2015, East Tennessee State University

URL: https://dc.etsu.edu/etd/2510

► Body movement, hands-on activity, embodiment, social interaction, emotions, and self-reflection allow teaching artists of Barter’s Theatre’s Project REAL to conduct a lesson with an… (more)

Subjects/Keywords: Theatre; Theatre for education; Educational Psychology; Implicit Learning; Movement; Social interaction; Self-reflection; Embodiment; Adult and Continuing Education and Teaching; Art Education; Cognitive Neuroscience; Cognitive Psychology; Curriculum and Instruction; Educational Methods; Educational Psychology; Fine Arts; Liberal Studies; Other Arts and Humanities; Science and Mathematics Education; Secondary Education and Teaching; Teacher Education and Professional Development

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Atkinson, M. E. (2015). Move, Interact, and Connect Personally Barter Theatre’s Project REAL Gets Implicit In Order To Learn. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2510

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

Chicago Manual of Style (16^th Edition):

Atkinson, Megan E. “Move, Interact, and Connect Personally Barter Theatre’s Project REAL Gets Implicit In Order To Learn.” 2015. Thesis, East Tennessee State University. Accessed January 19, 2021. https://dc.etsu.edu/etd/2510.

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

MLA Handbook (7^th Edition):

Atkinson, Megan E. “Move, Interact, and Connect Personally Barter Theatre’s Project REAL Gets Implicit In Order To Learn.” 2015. Web. 19 Jan 2021.

Vancouver:

Atkinson ME. Move, Interact, and Connect Personally Barter Theatre’s Project REAL Gets Implicit In Order To Learn. [Internet] [Thesis]. East Tennessee State University; 2015. [cited 2021 Jan 19]. Available from: https://dc.etsu.edu/etd/2510.

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

Council of Science Editors:

Atkinson ME. Move, Interact, and Connect Personally Barter Theatre’s Project REAL Gets Implicit In Order To Learn. [Thesis]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2510

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

24. Konrad, Artie William. Does Mood Moderate the Relationship between Reflection and Well-being?.

Degree: Psychology, 2016, University of California – Santa Cruz

URL: http://www.escholarship.org/uc/item/4n21504w

► Reflection is a systematic process of reviewing memories. Reflection on past positive and negative memories increases well-being, as does reflection that is mediated by technology… (more)

Subjects/Keywords: Cognitive psychology; Information science; Emotion; Memory; Mood; Reminiscence; Technology Mediated Reflection; Well-being

…Abstract Does Mood Moderate the Relationship between Reflection and Well-being? by Artie… …William Konrad Reflection is a systematic process of reviewing memories. Reflection on past… …positive and negative memories increases well-being, as does reflection that is mediated by… …reflection (TMR) is rapidly growing in popularity, with many deployed systems, however we… …memory and emotion-regulation to motivate hypotheses about the relationship between reflection…

4 more images…

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Konrad, A. W. (2016). Does Mood Moderate the Relationship between Reflection and Well-being?. (Thesis). University of California – Santa Cruz. Retrieved from http://www.escholarship.org/uc/item/4n21504w

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

Chicago Manual of Style (16^th Edition):

Konrad, Artie William. “Does Mood Moderate the Relationship between Reflection and Well-being?.” 2016. Thesis, University of California – Santa Cruz. Accessed January 19, 2021. http://www.escholarship.org/uc/item/4n21504w.

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

MLA Handbook (7^th Edition):

Konrad, Artie William. “Does Mood Moderate the Relationship between Reflection and Well-being?.” 2016. Web. 19 Jan 2021.

Vancouver:

Konrad AW. Does Mood Moderate the Relationship between Reflection and Well-being?. [Internet] [Thesis]. University of California – Santa Cruz; 2016. [cited 2021 Jan 19]. Available from: http://www.escholarship.org/uc/item/4n21504w.

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

Council of Science Editors:

Konrad AW. Does Mood Moderate the Relationship between Reflection and Well-being?. [Thesis]. University of California – Santa Cruz; 2016. Available from: http://www.escholarship.org/uc/item/4n21504w

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

University of Western Ontario

25. Wilson, Jessie A. Concept Mapping and the Cognitive Orientation to Daily Occupational Performance (CO-OP) Approach As An Intervention Framework for Adolescents with Autism Spectrum Disorder (ASD).

Degree: 2014, University of Western Ontario

URL: https://ir.lib.uwo.ca/etd/2379

► Individuals who are diagnosed with Autism Spectrum Disorder (ASD) experience a range of difficulties that impact their daily occupational performance. The current body of research… (more)

▼ Individuals who are diagnosed with Autism Spectrum Disorder (ASD) experience a range of difficulties that impact their daily occupational performance. The current body of research identifies the importance of occupational engagement and competence as fundamental elements in facilitating an individual’s social connections, development of personal autonomy and overall wellbeing. This dissertation explores the use of concept mapping embedded within the meta-cognitive framework of the Cognitive Orientation to Daily Occupational Performance (CO-OP) approach, to engage adolescents with ASD in meaningful occupations. This thesis contains three manuscripts, an introductory and a final reflection chapter. The first manuscript is a methodological paper that outlines a qualitative concept mapping framework that can be applied within the field of occupational science. The second manuscript explores how concept mapping can be theoretically embedded with the CO-OP approach to facilitate the engagement, occupational competence, relatedness and autonomy of adolescents with ASD. The third manuscript presents the findings of a focused sensory ethnography exploration that explores the personalized and socio-cultural perceptions of adolescents with ASD while participating in a novel intervention. The third manuscript is analyzed using an occupational science framework, and highlights the themes identified by the participants through their concept maps and personal reflections. The data were analyzed using the qualitative concept mapping framework presented in the first manuscript, and through deductive thematic analysis using a theoretical codebook derived and highlighted in the third manuscript. This thesis contributes new knowledge to shaping the development and delivery of interventions focused on enhancing the occupational performance of adolescents with ASD in meaningful goals important in the transition to adulthood. It has expanded the limited research that approaches the topic from the frameworks of qualitative research, multi-modal and multi-sensory methods. It also uniquely explores the concept of human occupation as it relates to culture of ASD, and the development of meaningful life skills within a group environment. This work has implications for the future methodologies and research questions for studies exploring the lives of adolescents with ASD, the CO-OP approach, and the use of visual methods in exploring occupational meaning.

Subjects/Keywords: Adolescent; Autism Spectrum Disorder (ASD); occupational engagement; occupational science; concept mapping; Cognitive Orientation to Daily Occupational Performance (CO-OP); focused sensory ethnography; self-reflection; Disability and Equity in Education; Occupational Therapy; Other Rehabilitation and Therapy

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Wilson, J. A. (2014). Concept Mapping and the Cognitive Orientation to Daily Occupational Performance (CO-OP) Approach As An Intervention Framework for Adolescents with Autism Spectrum Disorder (ASD). (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/2379

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

Chicago Manual of Style (16^th Edition):

Wilson, Jessie A. “Concept Mapping and the Cognitive Orientation to Daily Occupational Performance (CO-OP) Approach As An Intervention Framework for Adolescents with Autism Spectrum Disorder (ASD).” 2014. Thesis, University of Western Ontario. Accessed January 19, 2021. https://ir.lib.uwo.ca/etd/2379.

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

MLA Handbook (7^th Edition):

Wilson, Jessie A. “Concept Mapping and the Cognitive Orientation to Daily Occupational Performance (CO-OP) Approach As An Intervention Framework for Adolescents with Autism Spectrum Disorder (ASD).” 2014. Web. 19 Jan 2021.

Vancouver:

Wilson JA. Concept Mapping and the Cognitive Orientation to Daily Occupational Performance (CO-OP) Approach As An Intervention Framework for Adolescents with Autism Spectrum Disorder (ASD). [Internet] [Thesis]. University of Western Ontario; 2014. [cited 2021 Jan 19]. Available from: https://ir.lib.uwo.ca/etd/2379.

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

Council of Science Editors:

Wilson JA. Concept Mapping and the Cognitive Orientation to Daily Occupational Performance (CO-OP) Approach As An Intervention Framework for Adolescents with Autism Spectrum Disorder (ASD). [Thesis]. University of Western Ontario; 2014. Available from: https://ir.lib.uwo.ca/etd/2379

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

University of Stirling

26. Peacock, Susi. A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework.

Degree: PhD, 2015, University of Stirling

URL: http://hdl.handle.net/1893/22319

► This thesis comprises a critical review and suggestions for enhancement of the Community of Inquiry Framework (CoIF), the frequently cited model of collaborative community-based online… (more)

▼ This thesis comprises a critical review and suggestions for enhancement of the Community of Inquiry Framework (CoIF), the frequently cited model of collaborative community-based online learning. It combines a systematic engagement of relevant literature and research, with the application of the CoIF thinking to six of my peer-reviewed publications. Although not initially conceived as forming part of a doctorate submission, these publications are drawn upon throughout this narrative, to assist my interrogation of the CoIF. They are also used to provide evidence of my continuing journey as an education researcher. This thesis is therefore not an exegesis – a traditional meta-narrative encompassing this candidate’s publications. It moves beyond my findings in the publications to create and present supplementary concepts, and develop pointed guidance about using the Framework in supporting online learning in tertiary education. My review first critically interrogates the three constituent elements or Presences of the CoIF. Social presence emerges as a highly complex and multi-faceted construct, in which the de-emphasising of the affective in the CoIF seems at variance with current research reporting the strong student emotional response to working online, and particularly in collaborative, community-based groupings. Then, in Cognitive presence, there has been little consideration of, and specificity about, reflection in the CoIF. My critique proposes that reflection and critical thinking are distinct but inter-related concepts; both of which need to be addressed. Teaching presence is renamed ‘Tutoring presence’ informed by my review based upon my emergent understandings of student-centred learning. Two enhancements to the CoIF are then proposed, together with the rationale for establishment of a Tutors’ Network. The first enhancement, referred to as 'the Influences,’ unites and enriches the individual Presences. The second argues for the existence and use of a personal learning retreat at the heart of a community of inquiry, addressing a perceived omission in the CoIF. This learner ‘space’ provides a ‘quiet, safe place’ for the private (internal) world of the learner, as a foil to the shared collaborative space in the CoIF (the external world). Finally, a Tutors’ Network is outlined as a vehicle for advancing their understandings and knowledge of online, collaborative, community-based learning in general, and in particular of communities of inquiry. This should develop the abilities of online tutors, improve their learners’ educational experiences and encourage research and scholarship into the CoIF.

Subjects/Keywords: online learning; community of inquiry; social presence; cognitive presence; teaching presence; emotion; reflection; critical thinking; student-centred learning; PhD by publication; intermental; intramental; Community learning; Adult learning Social aspects; Internet in higher education; Teacher-student relationships

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Peacock, S. (2015). A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/22319

Chicago Manual of Style (16^th Edition):

Peacock, Susi. “A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework.” 2015. Doctoral Dissertation, University of Stirling. Accessed January 19, 2021. http://hdl.handle.net/1893/22319.

MLA Handbook (7^th Edition):

Peacock, Susi. “A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework.” 2015. Web. 19 Jan 2021.

Vancouver:

Peacock S. A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework. [Internet] [Doctoral dissertation]. University of Stirling; 2015. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1893/22319.

Council of Science Editors:

Peacock S. A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework. [Doctoral Dissertation]. University of Stirling; 2015. Available from: http://hdl.handle.net/1893/22319

27. Bloomquist, Debra Lynn. The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice.

Degree: PhD, Curriculum and Instruction, 2016, University of Toledo

URL: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461753438

► This embedded-mixed methods study examined if the use of a reflective framework with guiding prompts could support early childhood science teachers in improving their reflective… (more)

Subjects/Keywords: Education; Science Education; Teacher Education; Teaching; Early Childhood Education; Reflection; Cognitive Coaching; Collaboration; Reflective Framework; Collaborative Coaching; Self-Efficacy; Written Reflections; Sequential Embedded Mixed Method; Science Coaching; Early Childhood Science Teachers; Professional Development; Self-Reflect

14 more images…

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Bloomquist, D. L. (2016). The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461753438

Chicago Manual of Style (16^th Edition):

Bloomquist, Debra Lynn. “The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice.” 2016. Doctoral Dissertation, University of Toledo. Accessed January 19, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461753438.

MLA Handbook (7^th Edition):

Bloomquist, Debra Lynn. “The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice.” 2016. Web. 19 Jan 2021.

Vancouver:

Bloomquist DL. The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice. [Internet] [Doctoral dissertation]. University of Toledo; 2016. [cited 2021 Jan 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461753438.

Council of Science Editors:

Bloomquist DL. The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice. [Doctoral Dissertation]. University of Toledo; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461753438

28. Moilanen, Jon H. Intuitive decisionmaking: tacit knowing in action by U.S. Armed Forces officers in 2011.

Degree: EdD, Department of Educational Leadership, 2012, Kansas State University

URL: http://hdl.handle.net/2097/13577

► This qualitative inquiry was a naturalistic exploration of participants’ perception or understanding of their intuitive decisionmaking processes. A bounded case study explored how a purposeful… (more)

▼ This qualitative inquiry was a naturalistic exploration of participants’ perception or understanding of their intuitive decisionmaking processes. A bounded case study explored how a purposeful sampling of U.S. Armed Forces officers−primarily U.S. Army officers−perceived or understood intuitive decisionmaking in the context of their experiences in contemporary military missions. The purposeful sample was comprised of ten volunteer participants attending their professional Intermediate Level Education (ILE) course in 2011 at the U.S. Army Command and General Staff College. The review of relevant literature used Polanyi's (1958) theory of tacit knowing and personal knowledge [intuition] in making decisions as a philosophical and psychological baseline. U.S. Army doctrine promoted implicit [intuitive] and analytical [deliberate] decisionmaking. Army doctrinal guidance stated that in situations severely constrained in time and requiring an immediate decision, Army leaders rely significantly on intution. A complementary concept advocated creative and critical thinking in order to adaptively solve problems. However, minimal emphasis on intuitive processes and rescinding the term intuitive decisionmaking in Army doctrine indicated a significant gap in Army leader development. This research augmented professional literature on the art and science of military leadership and decisionmaking in the second decade of the 21st century. The exploratory study encouraged further research on how U.S. Armed Forces officers perceive discrete elements or emergent patterns among complex environmental stimuli; understand their tacit knowledge to sense situational cues affecting a problem; and develop their intuitive acumen as a complement to experience and learning toward professional expertise. The participants’ candid insights on their lived and vicarious experiences in intuitive decisionmaking suggested similar leadership value to the adult education community. Other practical benefits included an improved self-efficacy of participants to trust their personal intuition and expertise, and to further explore their tacit knowledge for effective day-to-day living in an ever-changing complex and uncertain world. The experiences of participants indicated the believability of Polanyi’s premise that “we can know more than we can tell.” (Polanyi, 1964, p. x). Advisors/Committee Members: Sarah Jane Fishback.

Subjects/Keywords: Intuitive decisionmaking; Intuition; Tacit knowledge; Reflection-in-action; Leadership; Implicit knowledge; Adult Education (0516); Cognitive Psychology (0633); Educational leadership (0449)

…122 Self Reflection-on-Action… …206 Critical Reflection and Creative Thought… …nurtured my critical and creative thinking and reflection at every bend of the quest. Little did… …intuitive knowing. This combination was a cognitive network of critical and creative thinking for… …problems. However, Army doctrine had historically presented intuition as an ill-defined cognitive…

10 more images…

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Moilanen, J. H. (2012). Intuitive decisionmaking: tacit knowing in action by U.S. Armed Forces officers in 2011. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/13577

Chicago Manual of Style (16^th Edition):

Moilanen, Jon H. “Intuitive decisionmaking: tacit knowing in action by U.S. Armed Forces officers in 2011.” 2012. Doctoral Dissertation, Kansas State University. Accessed January 19, 2021. http://hdl.handle.net/2097/13577.

MLA Handbook (7^th Edition):

Moilanen, Jon H. “Intuitive decisionmaking: tacit knowing in action by U.S. Armed Forces officers in 2011.” 2012. Web. 19 Jan 2021.

Vancouver:

Moilanen JH. Intuitive decisionmaking: tacit knowing in action by U.S. Armed Forces officers in 2011. [Internet] [Doctoral dissertation]. Kansas State University; 2012. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/2097/13577.

Council of Science Editors:

Moilanen JH. Intuitive decisionmaking: tacit knowing in action by U.S. Armed Forces officers in 2011. [Doctoral Dissertation]. Kansas State University; 2012. Available from: http://hdl.handle.net/2097/13577

University of Central Florida

29. Dadurka, David T. Metaphoric Competence As A Means To Meta-cognitive Awareness In First-year Composition.

Degree: 2012, University of Central Florida

URL: https://stars.library.ucf.edu/etd/2116

► A growing body of writing research suggests college students’ and teachers’ conceptualizations of writing play an important role in learning to write and making the… (more)

Subjects/Keywords: Writing; metaphor; metaphoring; meta cognitive awareness; reflection; mindfulness; habits of mind; writing beliefs; first year composition; first year writing; college students; college writing; academic writing; auto ethnography; writing process; writing processes; pre service teachers; writing teachers; writing instruction; Rhetoric and Composition; Arts and Humanities – Dissertations, Academic, Dissertations, Academic – Arts and Humanities

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Dadurka, D. T. (2012). Metaphoric Competence As A Means To Meta-cognitive Awareness In First-year Composition. (Masters Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2116

Chicago Manual of Style (16^th Edition):

Dadurka, David T. “Metaphoric Competence As A Means To Meta-cognitive Awareness In First-year Composition.” 2012. Masters Thesis, University of Central Florida. Accessed January 19, 2021. https://stars.library.ucf.edu/etd/2116.

MLA Handbook (7^th Edition):

Dadurka, David T. “Metaphoric Competence As A Means To Meta-cognitive Awareness In First-year Composition.” 2012. Web. 19 Jan 2021.

Vancouver:

Dadurka DT. Metaphoric Competence As A Means To Meta-cognitive Awareness In First-year Composition. [Internet] [Masters thesis]. University of Central Florida; 2012. [cited 2021 Jan 19]. Available from: https://stars.library.ucf.edu/etd/2116.

Council of Science Editors:

Dadurka DT. Metaphoric Competence As A Means To Meta-cognitive Awareness In First-year Composition. [Masters Thesis]. University of Central Florida; 2012. Available from: https://stars.library.ucf.edu/etd/2116

University of South Africa

30. Van der Merwe, Wynand Johannes. Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk .

Degree: 2013, University of South Africa

URL: http://hdl.handle.net/10500/13982

► Due to the radical reform in mathematics education worldwide, the mathematics curriculum underwent dramatic changes in order to meet the new objectives in mathematics. This… (more)

▼ Due to the radical reform in mathematics education worldwide, the mathematics curriculum underwent dramatic changes in order to meet the new objectives in mathematics. This has placed a huge responsibility on curriculum compilers and the authors of mathematics textbooks and mathematics teachers to enhance the cognitive development of learners. This study takes the view that: What happens in the class is what you get. Based on the above statement, the foundation of mathematics teaching, namely the mathematics curriculum, the mathematics textbook and the teacher’s instruction in the teaching venue were scrutinised. During a diagnostic examination of teachers’ interpretation, knowledge and application of the mathematics curriculum and the content of mathematics textbooks on the East Rand, the following problems regarding mathematics teaching emerged: The most important finding of TIMMS is that the differences in performance in mathematics between different countries can be linked to the way teachers interpret and present the content of mathematics. Research has revealed that the interaction of teachers with curriculum content follow a dynamic and constructive application instead of direct application based on the mathematics curriculum. Teachers often change the prescriptions and order of content in the mathematics curriculum to suit their teaching style, knowledge and previous experience. Consequently, align application of mathematical concepts and skills does not take place and this creates a gap in learners’ cognitive development. It also leaves a gap in the application of the Type 5 cognitive development tasks in mathematics which enable a verifying deductive application of concepts. The action research created a structure which could meet this need. Authors of mathematics textbooks present their own vision, interpretation and style in mathematics textbooks, which influences the order of mathematics content and concepts. The result is that mathematics content and concepts are at times not aligned with representations in the mathematics curriculum and objectives are therefore not reached. The different interpretations of mathematics textbooks by teachers differ greatly and these differences place great pressure on teachers to decide how the mathematics textbook will be used in the teaching venue. In this study a mathematics textbook profile and a task analysis were formulated in the cause of action research which will enable teachers to make a professional analysis which they can use. Because a variety of mathematics textbooks are selected for use in schools, teachers assume that these approved mathematics textbooks focus on the curriculum. They therefore slavishly follow the mathematics textbooks without consulting the mathematics curriculum. Shortcomings in mathematics textbooks and teachers’ own interpretation of mathematics content leave a big gap in their own alignment of mathematics teaching. To satisfy this need, an assessment profile and an methodology for alignment are… Advisors/Committee Members: Dicker, Anne-Mari (advisor).

Subjects/Keywords: Align curriculum content; Instruction; Standards; Cognitive development; Deductive application; Coherent content; Correlation; Self-reflection; Training intervention; Instruction structure; Prescribed curriculum; Planned curriculum; Implemented curriculum; Methodological instruction; Align development; Procedural flexibility; Professional development; Transformation; Critical emancipating paradigm; Spiral diagram; Procedural complexity; Inlynkurrikuluminhoude; Instruksie; Standaarde; Kognitiewe ontwikkeling; Deduktiewe toepassing; Koherente inhoude; Korrelasie; Selfrefleksie; Opleidingintervensie; Instruksiestruktuur; Voorgeskrewe kurrikulum; Voorgenome kurrikulum; Geïmplementeerde kurrikulum; Metodologiese instruksie; Inlynontwikkeling; Prosedurebuigsaamheid; Professionele ontwikkeling; Transformasie; Krities emansiperende paradigma; Spiraaldiagram; Prosedurekompleksiteit

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Van der Merwe, W. J. (2013). Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/13982

Chicago Manual of Style (16^th Edition):

Van der Merwe, Wynand Johannes. “Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk .” 2013. Doctoral Dissertation, University of South Africa. Accessed January 19, 2021. http://hdl.handle.net/10500/13982.

MLA Handbook (7^th Edition):

Van der Merwe, Wynand Johannes. “Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk .” 2013. Web. 19 Jan 2021.

Vancouver:

Van der Merwe WJ. Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk . [Internet] [Doctoral dissertation]. University of South Africa; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10500/13982.

Council of Science Editors:

Van der Merwe WJ. Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk . [Doctoral Dissertation]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13982

		in
And / Or
		in
And / Or
		in
And / Or
		in

Open Access Theses and Dissertations