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You searched for subject:(Difficulty). Showing records 1 – 30 of 291 total matches.

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Universiteit Utrecht

1. Mutser, P. Automated Rating of Level Difficulty for Puzzle Games.

Degree: 2014, Universiteit Utrecht

 In this thesis, a method for automatically rating the difficulty of puzzle game levels is introduced. Our method takes multiple aspects of the levels of… (more)

Subjects/Keywords: games; puzzles; difficulty; rating

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APA (6th Edition):

Mutser, P. (2014). Automated Rating of Level Difficulty for Puzzle Games. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/302262

Chicago Manual of Style (16th Edition):

Mutser, P. “Automated Rating of Level Difficulty for Puzzle Games.” 2014. Masters Thesis, Universiteit Utrecht. Accessed March 23, 2019. http://dspace.library.uu.nl:8080/handle/1874/302262.

MLA Handbook (7th Edition):

Mutser, P. “Automated Rating of Level Difficulty for Puzzle Games.” 2014. Web. 23 Mar 2019.

Vancouver:

Mutser P. Automated Rating of Level Difficulty for Puzzle Games. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2019 Mar 23]. Available from: http://dspace.library.uu.nl:8080/handle/1874/302262.

Council of Science Editors:

Mutser P. Automated Rating of Level Difficulty for Puzzle Games. [Masters Thesis]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/302262


University of Manitoba

2. Newman, Alyse. Reading difficulties and socio-emotional adjustment: internalizing patterns depend on age of identification.

Degree: Psychology, 2016, University of Manitoba

 Children with reading difficulty experience stress in school and may develop negative socio-emotional adjustment. It is unclear what influences some students to experience externalizing patterns… (more)

Subjects/Keywords: Reading; Difficulty; Socio-emotional; Internalizing

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APA (6th Edition):

Newman, A. (2016). Reading difficulties and socio-emotional adjustment: internalizing patterns depend on age of identification. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/31716

Chicago Manual of Style (16th Edition):

Newman, Alyse. “Reading difficulties and socio-emotional adjustment: internalizing patterns depend on age of identification.” 2016. Masters Thesis, University of Manitoba. Accessed March 23, 2019. http://hdl.handle.net/1993/31716.

MLA Handbook (7th Edition):

Newman, Alyse. “Reading difficulties and socio-emotional adjustment: internalizing patterns depend on age of identification.” 2016. Web. 23 Mar 2019.

Vancouver:

Newman A. Reading difficulties and socio-emotional adjustment: internalizing patterns depend on age of identification. [Internet] [Masters thesis]. University of Manitoba; 2016. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1993/31716.

Council of Science Editors:

Newman A. Reading difficulties and socio-emotional adjustment: internalizing patterns depend on age of identification. [Masters Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/31716


University of Manchester

3. Alsubait, Tahani Mohammad S. ONTOLOGY-BASED MULTIPLE-CHOICE QUESTION GENERATION.

Degree: 2015, University of Manchester

Assessment is a well understood educational topic with a really long history and a wealth of literature. Given this level of understanding of the topic,… (more)

Subjects/Keywords: Ontologies; Assessment; MCQ; difficulty; similarity

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APA (6th Edition):

Alsubait, T. M. S. (2015). ONTOLOGY-BASED MULTIPLE-CHOICE QUESTION GENERATION. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:267857

Chicago Manual of Style (16th Edition):

Alsubait, Tahani Mohammad S. “ONTOLOGY-BASED MULTIPLE-CHOICE QUESTION GENERATION.” 2015. Doctoral Dissertation, University of Manchester. Accessed March 23, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:267857.

MLA Handbook (7th Edition):

Alsubait, Tahani Mohammad S. “ONTOLOGY-BASED MULTIPLE-CHOICE QUESTION GENERATION.” 2015. Web. 23 Mar 2019.

Vancouver:

Alsubait TMS. ONTOLOGY-BASED MULTIPLE-CHOICE QUESTION GENERATION. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Mar 23]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:267857.

Council of Science Editors:

Alsubait TMS. ONTOLOGY-BASED MULTIPLE-CHOICE QUESTION GENERATION. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:267857


Vanderbilt University

4. Weitlauf, Amy Sue. How Cognitive Development May Impact Cognitive Models of Depression in Youth.

Degree: PhD, Psychology, 2010, Vanderbilt University

 Attributional theories of depression (Abramson, Seligman, & Teasdale, 1978; Abramson, Metalsky, & Alloy, 1989) are often applied to children. However, these theories do not consider… (more)

Subjects/Keywords: ability; effort; luck; task difficulty

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APA (6th Edition):

Weitlauf, A. S. (2010). How Cognitive Development May Impact Cognitive Models of Depression in Youth. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07232010-105852/ ;

Chicago Manual of Style (16th Edition):

Weitlauf, Amy Sue. “How Cognitive Development May Impact Cognitive Models of Depression in Youth.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed March 23, 2019. http://etd.library.vanderbilt.edu/available/etd-07232010-105852/ ;.

MLA Handbook (7th Edition):

Weitlauf, Amy Sue. “How Cognitive Development May Impact Cognitive Models of Depression in Youth.” 2010. Web. 23 Mar 2019.

Vancouver:

Weitlauf AS. How Cognitive Development May Impact Cognitive Models of Depression in Youth. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2019 Mar 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-07232010-105852/ ;.

Council of Science Editors:

Weitlauf AS. How Cognitive Development May Impact Cognitive Models of Depression in Youth. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://etd.library.vanderbilt.edu/available/etd-07232010-105852/ ;


Purdue University

5. Bushner, Anthony. Press A to Retry: Teaching and Motivating Players Through Failure in Difficult Games.

Degree: MA, English, 2015, Purdue University

 As video games have gained greater mainstream popularity over the last couple decades, the utility of difficulty and failure in games has shifted. In an… (more)

Subjects/Keywords: Difficulty; Failure; Roguelikes; Video Games

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APA (6th Edition):

Bushner, A. (2015). Press A to Retry: Teaching and Motivating Players Through Failure in Difficult Games. (Thesis). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_theses/1095

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

Chicago Manual of Style (16th Edition):

Bushner, Anthony. “Press A to Retry: Teaching and Motivating Players Through Failure in Difficult Games.” 2015. Thesis, Purdue University. Accessed March 23, 2019. https://docs.lib.purdue.edu/open_access_theses/1095.

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

MLA Handbook (7th Edition):

Bushner, Anthony. “Press A to Retry: Teaching and Motivating Players Through Failure in Difficult Games.” 2015. Web. 23 Mar 2019.

Vancouver:

Bushner A. Press A to Retry: Teaching and Motivating Players Through Failure in Difficult Games. [Internet] [Thesis]. Purdue University; 2015. [cited 2019 Mar 23]. Available from: https://docs.lib.purdue.edu/open_access_theses/1095.

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

Council of Science Editors:

Bushner A. Press A to Retry: Teaching and Motivating Players Through Failure in Difficult Games. [Thesis]. Purdue University; 2015. Available from: https://docs.lib.purdue.edu/open_access_theses/1095

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

6. Maria dos Milagres Fernandes Diniz. Um olhar direcionado às dificuldades De aprendizagem.

Degree: 2007, Universidade Federal da Paraíba

Com o propósito de refletirmos sobre as dificuldades de aprendizagem e as práticas pedagógicas que têm sido desenvolvidas no contexto educacional, realizamos nesta pesquisa, algumas… (more)

Subjects/Keywords: Aprendizagem, Dificuldade, Dislexia.; EDUCACAO; Learning; Difficulty; Dyslexia

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APA (6th Edition):

Diniz, M. d. M. F. (2007). Um olhar direcionado às dificuldades De aprendizagem. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=673

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

Chicago Manual of Style (16th Edition):

Diniz, Maria dos Milagres Fernandes. “Um olhar direcionado às dificuldades De aprendizagem.” 2007. Thesis, Universidade Federal da Paraíba. Accessed March 23, 2019. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=673.

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

MLA Handbook (7th Edition):

Diniz, Maria dos Milagres Fernandes. “Um olhar direcionado às dificuldades De aprendizagem.” 2007. Web. 23 Mar 2019.

Vancouver:

Diniz MdMF. Um olhar direcionado às dificuldades De aprendizagem. [Internet] [Thesis]. Universidade Federal da Paraíba; 2007. [cited 2019 Mar 23]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=673.

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

Council of Science Editors:

Diniz MdMF. Um olhar direcionado às dificuldades De aprendizagem. [Thesis]. Universidade Federal da Paraíba; 2007. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=673

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


University of Guelph

7. Fraser, Christine. Design Solutions that Encourage Golfer Participation .

Degree: 2014, University of Guelph

 The sport of golf has experienced a decline in number of participants over the past ten years due to social, cultural, and economic factors. An… (more)

Subjects/Keywords: Golf; participation; design; cost; difficulty; time

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APA (6th Edition):

Fraser, C. (2014). Design Solutions that Encourage Golfer Participation . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8033

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

Chicago Manual of Style (16th Edition):

Fraser, Christine. “Design Solutions that Encourage Golfer Participation .” 2014. Thesis, University of Guelph. Accessed March 23, 2019. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8033.

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

MLA Handbook (7th Edition):

Fraser, Christine. “Design Solutions that Encourage Golfer Participation .” 2014. Web. 23 Mar 2019.

Vancouver:

Fraser C. Design Solutions that Encourage Golfer Participation . [Internet] [Thesis]. University of Guelph; 2014. [cited 2019 Mar 23]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8033.

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

Council of Science Editors:

Fraser C. Design Solutions that Encourage Golfer Participation . [Thesis]. University of Guelph; 2014. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8033

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


Universiteit Utrecht

8. Vendrig, N. Automated level generation and difficulty rating for Trainyard.

Degree: 2013, Universiteit Utrecht

 This thesis presents a framework for automatic level generation for the puzzle game Trainyard. We made a replica of this game, called Flight, and integrated… (more)

Subjects/Keywords: Trainyard; Level generation; Difficulty estimation; Level solving

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

APA (6th Edition):

Vendrig, N. (2013). Automated level generation and difficulty rating for Trainyard. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/286943

Chicago Manual of Style (16th Edition):

Vendrig, N. “Automated level generation and difficulty rating for Trainyard.” 2013. Masters Thesis, Universiteit Utrecht. Accessed March 23, 2019. http://dspace.library.uu.nl:8080/handle/1874/286943.

MLA Handbook (7th Edition):

Vendrig, N. “Automated level generation and difficulty rating for Trainyard.” 2013. Web. 23 Mar 2019.

Vancouver:

Vendrig N. Automated level generation and difficulty rating for Trainyard. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2019 Mar 23]. Available from: http://dspace.library.uu.nl:8080/handle/1874/286943.

Council of Science Editors:

Vendrig N. Automated level generation and difficulty rating for Trainyard. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/286943


Georgia State University

9. Crank, Beverly Reece. Adapting to Incarceration: Inmate Perceptions of Prison Life and Adjustment.

Degree: MS, Criminal Justice, 2010, Georgia State University

  Despite the importance of offenders’ perspectives of the criminal justice system, inmates’ perceptions of prison life remain largely unexplored in correctional research. In the… (more)

Subjects/Keywords: intentions; prison difficulty; inmate perceptions; deterrence

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APA (6th Edition):

Crank, B. R. (2010). Adapting to Incarceration: Inmate Perceptions of Prison Life and Adjustment. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cj_theses/10

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

Chicago Manual of Style (16th Edition):

Crank, Beverly Reece. “Adapting to Incarceration: Inmate Perceptions of Prison Life and Adjustment.” 2010. Thesis, Georgia State University. Accessed March 23, 2019. https://scholarworks.gsu.edu/cj_theses/10.

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

MLA Handbook (7th Edition):

Crank, Beverly Reece. “Adapting to Incarceration: Inmate Perceptions of Prison Life and Adjustment.” 2010. Web. 23 Mar 2019.

Vancouver:

Crank BR. Adapting to Incarceration: Inmate Perceptions of Prison Life and Adjustment. [Internet] [Thesis]. Georgia State University; 2010. [cited 2019 Mar 23]. Available from: https://scholarworks.gsu.edu/cj_theses/10.

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

Council of Science Editors:

Crank BR. Adapting to Incarceration: Inmate Perceptions of Prison Life and Adjustment. [Thesis]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/cj_theses/10

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


Georgia Tech

10. Trani, Alexandra Nicole. Pupillary responses to simple difficulty cues.

Degree: MS, Psychology, 2016, Georgia Tech

 Increases in emotional arousal and attention control simultaneously enhance activity in the sympathetic nervous system and cause pupils to dilate. Additionally, the pupil has been… (more)

Subjects/Keywords: Pupillometry; Pupil size; Difficulty; Cue; Preparatory attention

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APA (6th Edition):

Trani, A. N. (2016). Pupillary responses to simple difficulty cues. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/56317

Chicago Manual of Style (16th Edition):

Trani, Alexandra Nicole. “Pupillary responses to simple difficulty cues.” 2016. Masters Thesis, Georgia Tech. Accessed March 23, 2019. http://hdl.handle.net/1853/56317.

MLA Handbook (7th Edition):

Trani, Alexandra Nicole. “Pupillary responses to simple difficulty cues.” 2016. Web. 23 Mar 2019.

Vancouver:

Trani AN. Pupillary responses to simple difficulty cues. [Internet] [Masters thesis]. Georgia Tech; 2016. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1853/56317.

Council of Science Editors:

Trani AN. Pupillary responses to simple difficulty cues. [Masters Thesis]. Georgia Tech; 2016. Available from: http://hdl.handle.net/1853/56317


University of Exeter

11. Maun, Ian. 'That looks scary!' : post AS level students' perceptions of difficulty in authentic non-fiction French texts.

Degree: PhD, 2009, University of Exeter

 This study seeks to determine whether grammatical and presentational features of authentic non-fiction French texts are in any way related to the level of difficulty(more)

Subjects/Keywords: 371.3; French : text-type : genre : difficulty

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

APA (6th Edition):

Maun, I. (2009). 'That looks scary!' : post AS level students' perceptions of difficulty in authentic non-fiction French texts. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/87818

Chicago Manual of Style (16th Edition):

Maun, Ian. “'That looks scary!' : post AS level students' perceptions of difficulty in authentic non-fiction French texts.” 2009. Doctoral Dissertation, University of Exeter. Accessed March 23, 2019. http://hdl.handle.net/10036/87818.

MLA Handbook (7th Edition):

Maun, Ian. “'That looks scary!' : post AS level students' perceptions of difficulty in authentic non-fiction French texts.” 2009. Web. 23 Mar 2019.

Vancouver:

Maun I. 'That looks scary!' : post AS level students' perceptions of difficulty in authentic non-fiction French texts. [Internet] [Doctoral dissertation]. University of Exeter; 2009. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/10036/87818.

Council of Science Editors:

Maun I. 'That looks scary!' : post AS level students' perceptions of difficulty in authentic non-fiction French texts. [Doctoral Dissertation]. University of Exeter; 2009. Available from: http://hdl.handle.net/10036/87818


University of California – Irvine

12. Debeauvais, Thomas. Challenge and Retention in Games.

Degree: Information and Computer Science, 2016, University of California – Irvine

 Game designers and researchers agree that the main motivation for starting playing a game is challenge. It is only a small step to say that… (more)

Subjects/Keywords: Information science; challenge; churn; difficulty; games; retention

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APA (6th Edition):

Debeauvais, T. (2016). Challenge and Retention in Games. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/6k3357qx

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

Chicago Manual of Style (16th Edition):

Debeauvais, Thomas. “Challenge and Retention in Games.” 2016. Thesis, University of California – Irvine. Accessed March 23, 2019. http://www.escholarship.org/uc/item/6k3357qx.

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

MLA Handbook (7th Edition):

Debeauvais, Thomas. “Challenge and Retention in Games.” 2016. Web. 23 Mar 2019.

Vancouver:

Debeauvais T. Challenge and Retention in Games. [Internet] [Thesis]. University of California – Irvine; 2016. [cited 2019 Mar 23]. Available from: http://www.escholarship.org/uc/item/6k3357qx.

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

Council of Science Editors:

Debeauvais T. Challenge and Retention in Games. [Thesis]. University of California – Irvine; 2016. Available from: http://www.escholarship.org/uc/item/6k3357qx

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


Washington University in St. Louis

13. Hutchins, Jessica. Inscrutable Islands: Narrative Difficulty and the Rhetoric of Creolization in Twentieth-Century Caribbean Novels.

Degree: PhD, Comparative Literature, 2014, Washington University in St. Louis

  Anglophone and Francophone theories of creolization make claims for Caribbean cultural identity; however these theories primarily concern themselves with operations of perception between and… (more)

Subjects/Keywords: caribbean; créolité; creolization; difficulty; narrative; perception

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APA (6th Edition):

Hutchins, J. (2014). Inscrutable Islands: Narrative Difficulty and the Rhetoric of Creolization in Twentieth-Century Caribbean Novels. (Doctoral Dissertation). Washington University in St. Louis. Retrieved from https://openscholarship.wustl.edu/etd/1382

Chicago Manual of Style (16th Edition):

Hutchins, Jessica. “Inscrutable Islands: Narrative Difficulty and the Rhetoric of Creolization in Twentieth-Century Caribbean Novels.” 2014. Doctoral Dissertation, Washington University in St. Louis. Accessed March 23, 2019. https://openscholarship.wustl.edu/etd/1382.

MLA Handbook (7th Edition):

Hutchins, Jessica. “Inscrutable Islands: Narrative Difficulty and the Rhetoric of Creolization in Twentieth-Century Caribbean Novels.” 2014. Web. 23 Mar 2019.

Vancouver:

Hutchins J. Inscrutable Islands: Narrative Difficulty and the Rhetoric of Creolization in Twentieth-Century Caribbean Novels. [Internet] [Doctoral dissertation]. Washington University in St. Louis; 2014. [cited 2019 Mar 23]. Available from: https://openscholarship.wustl.edu/etd/1382.

Council of Science Editors:

Hutchins J. Inscrutable Islands: Narrative Difficulty and the Rhetoric of Creolization in Twentieth-Century Caribbean Novels. [Doctoral Dissertation]. Washington University in St. Louis; 2014. Available from: https://openscholarship.wustl.edu/etd/1382

14. Vasquez, Alexandre. La cession des entreprises en difficulté : The transfer of companies in difficulty.

Degree: Docteur es, Droit privé et Sciences criminelles, 2012, Université Montpellier I

Deux techniques permettent d'effectuer la cession des entreprises en difficulté : d'une part, la cession d'entreprise à proprement parler, c'est-à-dire la cession externe plus souvent… (more)

Subjects/Keywords: Cession; Entreprise; Difficulté; Transfer; Companies; Difficulty

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

APA (6th Edition):

Vasquez, A. (2012). La cession des entreprises en difficulté : The transfer of companies in difficulty. (Doctoral Dissertation). Université Montpellier I. Retrieved from http://www.theses.fr/2012MON10030

Chicago Manual of Style (16th Edition):

Vasquez, Alexandre. “La cession des entreprises en difficulté : The transfer of companies in difficulty.” 2012. Doctoral Dissertation, Université Montpellier I. Accessed March 23, 2019. http://www.theses.fr/2012MON10030.

MLA Handbook (7th Edition):

Vasquez, Alexandre. “La cession des entreprises en difficulté : The transfer of companies in difficulty.” 2012. Web. 23 Mar 2019.

Vancouver:

Vasquez A. La cession des entreprises en difficulté : The transfer of companies in difficulty. [Internet] [Doctoral dissertation]. Université Montpellier I; 2012. [cited 2019 Mar 23]. Available from: http://www.theses.fr/2012MON10030.

Council of Science Editors:

Vasquez A. La cession des entreprises en difficulté : The transfer of companies in difficulty. [Doctoral Dissertation]. Université Montpellier I; 2012. Available from: http://www.theses.fr/2012MON10030


University of North Texas

15. Shoemaker, Nikki L. The Effects of Goal Difficulty and Monitoring Frequency on Effort and Risk Taking Decisions.

Degree: 2014, University of North Texas

 Management control systems perform a vital role in facilitating the accomplishment of organizational objectives. To effectively align the objectives of employees with those of the… (more)

Subjects/Keywords: Goal difficulty; monitoring frequency; effort; risk taking

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APA (6th Edition):

Shoemaker, N. L. (2014). The Effects of Goal Difficulty and Monitoring Frequency on Effort and Risk Taking Decisions. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500125/

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

Chicago Manual of Style (16th Edition):

Shoemaker, Nikki L. “The Effects of Goal Difficulty and Monitoring Frequency on Effort and Risk Taking Decisions.” 2014. Thesis, University of North Texas. Accessed March 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc500125/.

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

MLA Handbook (7th Edition):

Shoemaker, Nikki L. “The Effects of Goal Difficulty and Monitoring Frequency on Effort and Risk Taking Decisions.” 2014. Web. 23 Mar 2019.

Vancouver:

Shoemaker NL. The Effects of Goal Difficulty and Monitoring Frequency on Effort and Risk Taking Decisions. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Mar 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500125/.

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

Council of Science Editors:

Shoemaker NL. The Effects of Goal Difficulty and Monitoring Frequency on Effort and Risk Taking Decisions. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500125/

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


University of North Texas

16. Moles, Troy. The Pursuit of Optimal Performance: The Effect of Mastery- and Ego-Oriented Feedback on Sport Performance, Task Difficulty Selection, Confidence, and Anxiety.

Degree: 2016, University of North Texas

 Within an achievement motivation theoretical framework, there are factors thought to most heavily influence performance and task difficulty selection. More specifically, motivational climates, feedback, confidence,… (more)

Subjects/Keywords: feedback; performance; task difficulty; confidence; anxiety

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

APA (6th Edition):

Moles, T. (2016). The Pursuit of Optimal Performance: The Effect of Mastery- and Ego-Oriented Feedback on Sport Performance, Task Difficulty Selection, Confidence, and Anxiety. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc862810/

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

Chicago Manual of Style (16th Edition):

Moles, Troy. “The Pursuit of Optimal Performance: The Effect of Mastery- and Ego-Oriented Feedback on Sport Performance, Task Difficulty Selection, Confidence, and Anxiety.” 2016. Thesis, University of North Texas. Accessed March 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc862810/.

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

MLA Handbook (7th Edition):

Moles, Troy. “The Pursuit of Optimal Performance: The Effect of Mastery- and Ego-Oriented Feedback on Sport Performance, Task Difficulty Selection, Confidence, and Anxiety.” 2016. Web. 23 Mar 2019.

Vancouver:

Moles T. The Pursuit of Optimal Performance: The Effect of Mastery- and Ego-Oriented Feedback on Sport Performance, Task Difficulty Selection, Confidence, and Anxiety. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Mar 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc862810/.

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

Council of Science Editors:

Moles T. The Pursuit of Optimal Performance: The Effect of Mastery- and Ego-Oriented Feedback on Sport Performance, Task Difficulty Selection, Confidence, and Anxiety. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc862810/

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


University of Manchester

17. Alsubait, Tahani. Ontology-based multiple-choice question generation.

Degree: PhD, 2015, University of Manchester

 Assessment is a well understood educational topic with a really long history and a wealth of literature. Given this level of understanding of the topic,… (more)

Subjects/Keywords: 006.3; difficulty; Ontologies; Assessment; MCQ; similarity

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

APA (6th Edition):

Alsubait, T. (2015). Ontology-based multiple-choice question generation. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/ontologybased-multiplechoice-question-generation(07bf2890-6f41-4a11-8189-02d5bb08e686).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713551

Chicago Manual of Style (16th Edition):

Alsubait, Tahani. “Ontology-based multiple-choice question generation.” 2015. Doctoral Dissertation, University of Manchester. Accessed March 23, 2019. https://www.research.manchester.ac.uk/portal/en/theses/ontologybased-multiplechoice-question-generation(07bf2890-6f41-4a11-8189-02d5bb08e686).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713551.

MLA Handbook (7th Edition):

Alsubait, Tahani. “Ontology-based multiple-choice question generation.” 2015. Web. 23 Mar 2019.

Vancouver:

Alsubait T. Ontology-based multiple-choice question generation. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Mar 23]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/ontologybased-multiplechoice-question-generation(07bf2890-6f41-4a11-8189-02d5bb08e686).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713551.

Council of Science Editors:

Alsubait T. Ontology-based multiple-choice question generation. [Doctoral Dissertation]. University of Manchester; 2015. Available from: https://www.research.manchester.ac.uk/portal/en/theses/ontologybased-multiplechoice-question-generation(07bf2890-6f41-4a11-8189-02d5bb08e686).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713551

18. Malla Osman, Zahen. L'attention comme vecteur d'ajustement de la difficulté dans les jeux vidéo : Attention as a vector for difficulty adjustment in video games.

Degree: Docteur es, Informatique, 2015, Paris, CNAM

Dans ce travail de thèse, nous proposons d'étudier les méthodes d'évaluation de l'attention ainsi que son implication dans la gestion de la difficulté dans le… (more)

Subjects/Keywords: Attention; Difficulté; Performance; Attention; Difficulty; Performance; 794.8

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

APA (6th Edition):

Malla Osman, Z. (2015). L'attention comme vecteur d'ajustement de la difficulté dans les jeux vidéo : Attention as a vector for difficulty adjustment in video games. (Doctoral Dissertation). Paris, CNAM. Retrieved from http://www.theses.fr/2015CNAM1031

Chicago Manual of Style (16th Edition):

Malla Osman, Zahen. “L'attention comme vecteur d'ajustement de la difficulté dans les jeux vidéo : Attention as a vector for difficulty adjustment in video games.” 2015. Doctoral Dissertation, Paris, CNAM. Accessed March 23, 2019. http://www.theses.fr/2015CNAM1031.

MLA Handbook (7th Edition):

Malla Osman, Zahen. “L'attention comme vecteur d'ajustement de la difficulté dans les jeux vidéo : Attention as a vector for difficulty adjustment in video games.” 2015. Web. 23 Mar 2019.

Vancouver:

Malla Osman Z. L'attention comme vecteur d'ajustement de la difficulté dans les jeux vidéo : Attention as a vector for difficulty adjustment in video games. [Internet] [Doctoral dissertation]. Paris, CNAM; 2015. [cited 2019 Mar 23]. Available from: http://www.theses.fr/2015CNAM1031.

Council of Science Editors:

Malla Osman Z. L'attention comme vecteur d'ajustement de la difficulté dans les jeux vidéo : Attention as a vector for difficulty adjustment in video games. [Doctoral Dissertation]. Paris, CNAM; 2015. Available from: http://www.theses.fr/2015CNAM1031

19. Souza, Thiago de Oliveira. O efeito da interferência contextual na aquisição de habilidades motoras em função das dificuldades funcional e nominal da tarefa.

Degree: Mestrado, Biodinâmica do Movimento Humano, 2012, University of São Paulo

O objetivo do presente trabalho foi investigar os efeitos da interferência contextual em função das dificuldades funcional e nominal da tarefa. Participaram do estudo 160… (more)

Subjects/Keywords: Contextual interference; Dificuldade funcional; Dificuldade nominal; Efeito da interferência contextual; Functional difficulty; Nominal difficulty

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

APA (6th Edition):

Souza, T. d. O. (2012). O efeito da interferência contextual na aquisição de habilidades motoras em função das dificuldades funcional e nominal da tarefa. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/39/39132/tde-27032012-135927/ ;

Chicago Manual of Style (16th Edition):

Souza, Thiago de Oliveira. “O efeito da interferência contextual na aquisição de habilidades motoras em função das dificuldades funcional e nominal da tarefa.” 2012. Masters Thesis, University of São Paulo. Accessed March 23, 2019. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-27032012-135927/ ;.

MLA Handbook (7th Edition):

Souza, Thiago de Oliveira. “O efeito da interferência contextual na aquisição de habilidades motoras em função das dificuldades funcional e nominal da tarefa.” 2012. Web. 23 Mar 2019.

Vancouver:

Souza TdO. O efeito da interferência contextual na aquisição de habilidades motoras em função das dificuldades funcional e nominal da tarefa. [Internet] [Masters thesis]. University of São Paulo; 2012. [cited 2019 Mar 23]. Available from: http://www.teses.usp.br/teses/disponiveis/39/39132/tde-27032012-135927/ ;.

Council of Science Editors:

Souza TdO. O efeito da interferência contextual na aquisição de habilidades motoras em função das dificuldades funcional e nominal da tarefa. [Masters Thesis]. University of São Paulo; 2012. Available from: http://www.teses.usp.br/teses/disponiveis/39/39132/tde-27032012-135927/ ;


Universiteit Utrecht

20. Ploeg, R.G. van der. Modeling Race Track Difficulty in Racing Games.

Degree: 2015, Universiteit Utrecht

 Recent years have shown a rising popularity of procedurally generated content, such as automated level design. To ensure the player enjoys the content, game developers… (more)

Subjects/Keywords: racing; games; racing games; procedural; generation; pcg; track; tracks; difficulty; difficulty models; machine learning

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

APA (6th Edition):

Ploeg, R. G. v. d. (2015). Modeling Race Track Difficulty in Racing Games. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/317764

Chicago Manual of Style (16th Edition):

Ploeg, R G van der. “Modeling Race Track Difficulty in Racing Games.” 2015. Masters Thesis, Universiteit Utrecht. Accessed March 23, 2019. http://dspace.library.uu.nl:8080/handle/1874/317764.

MLA Handbook (7th Edition):

Ploeg, R G van der. “Modeling Race Track Difficulty in Racing Games.” 2015. Web. 23 Mar 2019.

Vancouver:

Ploeg RGvd. Modeling Race Track Difficulty in Racing Games. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2019 Mar 23]. Available from: http://dspace.library.uu.nl:8080/handle/1874/317764.

Council of Science Editors:

Ploeg RGvd. Modeling Race Track Difficulty in Racing Games. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/317764


KTH

21. Chatzilias, Dimitris. A Hybrid Difficulty Balancing Method on “Casual” Mobile Game.

Degree: Computer Science and Communication (CSC), 2015, KTH

  A new hybrid Video Game Difficulty Balancing method which stands in between the two traditional methods (Static and Dynamic) has been suggested in this… (more)

Subjects/Keywords: Video Games Difficulty Balancing; Games Difficulty Adjustment; Game Development; Casual Mobile Games; HCI

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

APA (6th Edition):

Chatzilias, D. (2015). A Hybrid Difficulty Balancing Method on “Casual” Mobile Game. (Thesis). KTH. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-173953

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

Chicago Manual of Style (16th Edition):

Chatzilias, Dimitris. “A Hybrid Difficulty Balancing Method on “Casual” Mobile Game.” 2015. Thesis, KTH. Accessed March 23, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-173953.

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

MLA Handbook (7th Edition):

Chatzilias, Dimitris. “A Hybrid Difficulty Balancing Method on “Casual” Mobile Game.” 2015. Web. 23 Mar 2019.

Vancouver:

Chatzilias D. A Hybrid Difficulty Balancing Method on “Casual” Mobile Game. [Internet] [Thesis]. KTH; 2015. [cited 2019 Mar 23]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-173953.

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

Council of Science Editors:

Chatzilias D. A Hybrid Difficulty Balancing Method on “Casual” Mobile Game. [Thesis]. KTH; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-173953

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

22. Fraser, Ian J. Game Challenge: A Factorial Analysis Approach.

Degree: 2012, University of Western Ontario

 Video games that customize to a player's experience level and abilities have the potential to allow a broader range of players to become engaged and… (more)

Subjects/Keywords: Flow; Dynamic Difficulty; Adaptive Gaming; Level of Difficulty; Game Metrics; Artificial Intelligence and Robotics; Other Computer Sciences

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

APA (6th Edition):

Fraser, I. J. (2012). Game Challenge: A Factorial Analysis Approach. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/563

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

Chicago Manual of Style (16th Edition):

Fraser, Ian J. “Game Challenge: A Factorial Analysis Approach.” 2012. Thesis, University of Western Ontario. Accessed March 23, 2019. https://ir.lib.uwo.ca/etd/563.

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

MLA Handbook (7th Edition):

Fraser, Ian J. “Game Challenge: A Factorial Analysis Approach.” 2012. Web. 23 Mar 2019.

Vancouver:

Fraser IJ. Game Challenge: A Factorial Analysis Approach. [Internet] [Thesis]. University of Western Ontario; 2012. [cited 2019 Mar 23]. Available from: https://ir.lib.uwo.ca/etd/563.

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

Council of Science Editors:

Fraser IJ. Game Challenge: A Factorial Analysis Approach. [Thesis]. University of Western Ontario; 2012. Available from: https://ir.lib.uwo.ca/etd/563

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

23. Grozav, Sidonia Christine. The Operationalization of Task Goal Difficulty: An Exploration of Qualitative and Quantitative Methods.

Degree: MSin Psychology, Psychology, 2018, Missouri State University

  This study contributed to an understanding of the goal setting process by investigating a variety of ways to evaluate the difficulty of short-term goals,… (more)

Subjects/Keywords: self-set goals; task goal difficulty; perceived goal difficulty; breadth; commitment; self-efficacy; Industrial and Organizational Psychology

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

APA (6th Edition):

Grozav, S. C. (2018). The Operationalization of Task Goal Difficulty: An Exploration of Qualitative and Quantitative Methods. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/3283

Chicago Manual of Style (16th Edition):

Grozav, Sidonia Christine. “The Operationalization of Task Goal Difficulty: An Exploration of Qualitative and Quantitative Methods.” 2018. Masters Thesis, Missouri State University. Accessed March 23, 2019. https://bearworks.missouristate.edu/theses/3283.

MLA Handbook (7th Edition):

Grozav, Sidonia Christine. “The Operationalization of Task Goal Difficulty: An Exploration of Qualitative and Quantitative Methods.” 2018. Web. 23 Mar 2019.

Vancouver:

Grozav SC. The Operationalization of Task Goal Difficulty: An Exploration of Qualitative and Quantitative Methods. [Internet] [Masters thesis]. Missouri State University; 2018. [cited 2019 Mar 23]. Available from: https://bearworks.missouristate.edu/theses/3283.

Council of Science Editors:

Grozav SC. The Operationalization of Task Goal Difficulty: An Exploration of Qualitative and Quantitative Methods. [Masters Thesis]. Missouri State University; 2018. Available from: https://bearworks.missouristate.edu/theses/3283

24. Sandra Maira Zen Zacarias. A Matemática e o fracasso escolar: medo, mito ou dificuldade.

Degree: 2008, HACKEADO! By @PACKETXGROUP

O trabalho teve como objetivo investigar por que os alunos apresentam defasagem de conhecimento na área de Matemática e verificar se esse fato é decorrente… (more)

Subjects/Keywords: Matemática; Medo; Mito; EDUCACAO; Dificuldade; Mathematics; Fear; Myth; Difficulty

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

APA (6th Edition):

Zacarias, S. M. Z. (2008). A Matemática e o fracasso escolar: medo, mito ou dificuldade. (Thesis). HACKEADO! By @PACKETXGROUP. Retrieved from http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=252

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

Chicago Manual of Style (16th Edition):

Zacarias, Sandra Maira Zen. “A Matemática e o fracasso escolar: medo, mito ou dificuldade.” 2008. Thesis, HACKEADO! By @PACKETXGROUP. Accessed March 23, 2019. http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=252.

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

MLA Handbook (7th Edition):

Zacarias, Sandra Maira Zen. “A Matemática e o fracasso escolar: medo, mito ou dificuldade.” 2008. Web. 23 Mar 2019.

Vancouver:

Zacarias SMZ. A Matemática e o fracasso escolar: medo, mito ou dificuldade. [Internet] [Thesis]. HACKEADO! By @PACKETXGROUP; 2008. [cited 2019 Mar 23]. Available from: http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=252.

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

Council of Science Editors:

Zacarias SMZ. A Matemática e o fracasso escolar: medo, mito ou dificuldade. [Thesis]. HACKEADO! By @PACKETXGROUP; 2008. Available from: http://tede.unoeste.br/tede/tde_busca/arquivo.php?codArquivo=252

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


University of Wollongong

25. Benikos, Nicholas P. Optimising the training-induced changes of inhibitory control.

Degree: PhD, 2014, University of Wollongong

  In four studies, this thesis examined the effect of task difficulty and brief training on inhibitory processing in the Go/Nogo task, and transfer to… (more)

Subjects/Keywords: task difficulty; inhibitory control; training; event-related potential

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

APA (6th Edition):

Benikos, N. P. (2014). Optimising the training-induced changes of inhibitory control. (Doctoral Dissertation). University of Wollongong. Retrieved from ; http://ro.uow.edu.au/theses/4341

Chicago Manual of Style (16th Edition):

Benikos, Nicholas P. “Optimising the training-induced changes of inhibitory control.” 2014. Doctoral Dissertation, University of Wollongong. Accessed March 23, 2019. ; http://ro.uow.edu.au/theses/4341.

MLA Handbook (7th Edition):

Benikos, Nicholas P. “Optimising the training-induced changes of inhibitory control.” 2014. Web. 23 Mar 2019.

Vancouver:

Benikos NP. Optimising the training-induced changes of inhibitory control. [Internet] [Doctoral dissertation]. University of Wollongong; 2014. [cited 2019 Mar 23]. Available from: ; http://ro.uow.edu.au/theses/4341.

Council of Science Editors:

Benikos NP. Optimising the training-induced changes of inhibitory control. [Doctoral Dissertation]. University of Wollongong; 2014. Available from: ; http://ro.uow.edu.au/theses/4341

26. Kumlin, Fanny. Vilka undervisningsmetoder lyfter forskningen fram som fördelaktiga för elever som är i matematiksvårigheter? : En litteraturstudie.

Degree: Science and Technology, 2015, Örebro University

Syftet med denna uppsats är att försöka undersöka vad det finns för olika undervisningsmetoder som underlättar för elever som är i matematiksvårigheter. Studien är… (more)

Subjects/Keywords: Mathematic; teaching methods; difficulty; Matematik; undervisningsmetoder; svårighet; Mathematics; Matematik

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

APA (6th Edition):

Kumlin, F. (2015). Vilka undervisningsmetoder lyfter forskningen fram som fördelaktiga för elever som är i matematiksvårigheter? : En litteraturstudie. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-46179

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

Chicago Manual of Style (16th Edition):

Kumlin, Fanny. “Vilka undervisningsmetoder lyfter forskningen fram som fördelaktiga för elever som är i matematiksvårigheter? : En litteraturstudie.” 2015. Thesis, Örebro University. Accessed March 23, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-46179.

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

MLA Handbook (7th Edition):

Kumlin, Fanny. “Vilka undervisningsmetoder lyfter forskningen fram som fördelaktiga för elever som är i matematiksvårigheter? : En litteraturstudie.” 2015. Web. 23 Mar 2019.

Vancouver:

Kumlin F. Vilka undervisningsmetoder lyfter forskningen fram som fördelaktiga för elever som är i matematiksvårigheter? : En litteraturstudie. [Internet] [Thesis]. Örebro University; 2015. [cited 2019 Mar 23]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-46179.

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

Council of Science Editors:

Kumlin F. Vilka undervisningsmetoder lyfter forskningen fram som fördelaktiga för elever som är i matematiksvårigheter? : En litteraturstudie. [Thesis]. Örebro University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-46179

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


University of Canterbury

27. Brown, Christine Mary. Assessing the Readability of Māori Language Texts for Classroom Use.

Degree: Māori and Indigenous Studies, 2009, University of Canterbury

 This project sought to find a rigorous and manageable method for measuring the difficulty of texts in te reo Māori written for children, beyond junior… (more)

Subjects/Keywords: Māori-medium classroom texts; readability; text difficulty; word frequency lists

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

APA (6th Edition):

Brown, C. M. (2009). Assessing the Readability of Māori Language Texts for Classroom Use. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4015

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

Chicago Manual of Style (16th Edition):

Brown, Christine Mary. “Assessing the Readability of Māori Language Texts for Classroom Use.” 2009. Thesis, University of Canterbury. Accessed March 23, 2019. http://hdl.handle.net/10092/4015.

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

MLA Handbook (7th Edition):

Brown, Christine Mary. “Assessing the Readability of Māori Language Texts for Classroom Use.” 2009. Web. 23 Mar 2019.

Vancouver:

Brown CM. Assessing the Readability of Māori Language Texts for Classroom Use. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/10092/4015.

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

Council of Science Editors:

Brown CM. Assessing the Readability of Māori Language Texts for Classroom Use. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/4015

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

28. Jeffsell, Björn. Game Balance by Scaling Damage : Scaling Game Difficulty by Changing Players Damage Output.

Degree: 2013, , School of Computing

  There is a lot of different kind of games which creates many different ways to balance the difficulty of games. This study will look… (more)

Subjects/Keywords: Videogames; Game-balance; Difficulty scaling; Human Computer Interaction; Människa-datorinteraktion (interaktionsdesign)

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

APA (6th Edition):

Jeffsell, B. (2013). Game Balance by Scaling Damage : Scaling Game Difficulty by Changing Players Damage Output. (Thesis). , School of Computing. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5022

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

Chicago Manual of Style (16th Edition):

Jeffsell, Björn. “Game Balance by Scaling Damage : Scaling Game Difficulty by Changing Players Damage Output.” 2013. Thesis, , School of Computing. Accessed March 23, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5022.

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

MLA Handbook (7th Edition):

Jeffsell, Björn. “Game Balance by Scaling Damage : Scaling Game Difficulty by Changing Players Damage Output.” 2013. Web. 23 Mar 2019.

Vancouver:

Jeffsell B. Game Balance by Scaling Damage : Scaling Game Difficulty by Changing Players Damage Output. [Internet] [Thesis]. , School of Computing; 2013. [cited 2019 Mar 23]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5022.

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

Council of Science Editors:

Jeffsell B. Game Balance by Scaling Damage : Scaling Game Difficulty by Changing Players Damage Output. [Thesis]. , School of Computing; 2013. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5022

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


University of Akron

29. Young, Candice Marie. The Influence of Person and Item Characteristics on the Detection of Item Insensitivity.

Degree: PhD, Psychology-Industrial/Organizational, 2011, University of Akron

 The primary purpose of this study was to investigate the effects of item characteristics (e.g., readability, item difficulty, and item type) and person characteristics (e.g.,… (more)

Subjects/Keywords: Psychology; sensitivity reviews; item insensitivity, item difficulty; subgroup differences

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

APA (6th Edition):

Young, C. M. (2011). The Influence of Person and Item Characteristics on the Detection of Item Insensitivity. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1302138491

Chicago Manual of Style (16th Edition):

Young, Candice Marie. “The Influence of Person and Item Characteristics on the Detection of Item Insensitivity.” 2011. Doctoral Dissertation, University of Akron. Accessed March 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302138491.

MLA Handbook (7th Edition):

Young, Candice Marie. “The Influence of Person and Item Characteristics on the Detection of Item Insensitivity.” 2011. Web. 23 Mar 2019.

Vancouver:

Young CM. The Influence of Person and Item Characteristics on the Detection of Item Insensitivity. [Internet] [Doctoral dissertation]. University of Akron; 2011. [cited 2019 Mar 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1302138491.

Council of Science Editors:

Young CM. The Influence of Person and Item Characteristics on the Detection of Item Insensitivity. [Doctoral Dissertation]. University of Akron; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1302138491


Universiteit Utrecht

30. Koens, F.E. Generating non-monotone 2D platform levels and predicting difficulty.

Degree: 2016, Universiteit Utrecht

 This thesis presents a method to procedurally generate levels for 2D side scrolling platformer games. The method yields non-linear gameplay and guarantees bi-directional paths. This… (more)

Subjects/Keywords: Games; 2D; Platform; PCG; Procedural Content Generation; Difficulty

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Koens, F. E. (2016). Generating non-monotone 2D platform levels and predicting difficulty. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/325664

Chicago Manual of Style (16th Edition):

Koens, F E. “Generating non-monotone 2D platform levels and predicting difficulty.” 2016. Masters Thesis, Universiteit Utrecht. Accessed March 23, 2019. http://dspace.library.uu.nl:8080/handle/1874/325664.

MLA Handbook (7th Edition):

Koens, F E. “Generating non-monotone 2D platform levels and predicting difficulty.” 2016. Web. 23 Mar 2019.

Vancouver:

Koens FE. Generating non-monotone 2D platform levels and predicting difficulty. [Internet] [Masters thesis]. Universiteit Utrecht; 2016. [cited 2019 Mar 23]. Available from: http://dspace.library.uu.nl:8080/handle/1874/325664.

Council of Science Editors:

Koens FE. Generating non-monotone 2D platform levels and predicting difficulty. [Masters Thesis]. Universiteit Utrecht; 2016. Available from: http://dspace.library.uu.nl:8080/handle/1874/325664

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