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You searched for subject:(Fields of Research 380000 Behavioural AND Cognitive Sciences 380100 Psychology 380102 Learning memory cognition AND language). Showing records 1 – 20 of 20 total matches.

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University of Canterbury

1. Russell, P. Working memory load and the Stroop interference effect.

Degree: Psychology., 2007, University of Canterbury

 Although the effect of working memory (WM) load on the degree of distractor processing has been investigated in a number of paradigms, a common feature… (more)

Subjects/Keywords: Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology; Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380102 Learning, memory, cognition and language

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

APA (6th Edition):

Russell, P. (2007). Working memory load and the Stroop interference effect. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/2792

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):

Russell, P. “Working memory load and the Stroop interference effect.” 2007. Thesis, University of Canterbury. Accessed November 21, 2019. http://hdl.handle.net/10092/2792.

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

MLA Handbook (7th Edition):

Russell, P. “Working memory load and the Stroop interference effect.” 2007. Web. 21 Nov 2019.

Vancouver:

Russell P. Working memory load and the Stroop interference effect. [Internet] [Thesis]. University of Canterbury; 2007. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10092/2792.

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

Council of Science Editors:

Russell P. Working memory load and the Stroop interference effect. [Thesis]. University of Canterbury; 2007. Available from: http://hdl.handle.net/10092/2792

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


University of Canterbury

2. Lord, B. Using the Case Study Method to Develop Generic Skills: An Analysis of Student and Tutor Perceptions.

Degree: Department of Accounting and Information Systems, 2009, University of Canterbury

 Amid calls from the accounting profession and accounting educators for a syllabus that would develop generic skills as well as technical competence, the course supervisor… (more)

Subjects/Keywords: case study; generic skills; students; tutors; management accounting; Fields of Research::350000 Commerce, Management, Tourism and Services::350100 Accounting, Auditing and Accountability; Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380102 Learning, memory, cognition and language

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APA (6th Edition):

Lord, B. (2009). Using the Case Study Method to Develop Generic Skills: An Analysis of Student and Tutor Perceptions. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/3566

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):

Lord, B. “Using the Case Study Method to Develop Generic Skills: An Analysis of Student and Tutor Perceptions.” 2009. Thesis, University of Canterbury. Accessed November 21, 2019. http://hdl.handle.net/10092/3566.

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

MLA Handbook (7th Edition):

Lord, B. “Using the Case Study Method to Develop Generic Skills: An Analysis of Student and Tutor Perceptions.” 2009. Web. 21 Nov 2019.

Vancouver:

Lord B. Using the Case Study Method to Develop Generic Skills: An Analysis of Student and Tutor Perceptions. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10092/3566.

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

Council of Science Editors:

Lord B. Using the Case Study Method to Develop Generic Skills: An Analysis of Student and Tutor Perceptions. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/3566

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


University of Canterbury

3. O'Neill, P. Processing demand modulates the effect of spatial attention on the judged duration of a brief stimulus.

Degree: Psychology., 2001, University of Canterbury

 How does attention influence the judged duration of a brief stimulus? In the four experiments reported here, we show that the effect of spatial attention… (more)

Subjects/Keywords: Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380102 Learning; memory; cognition and language

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

APA (6th Edition):

O'Neill, P. (2001). Processing demand modulates the effect of spatial attention on the judged duration of a brief stimulus. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/802

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):

O'Neill, P. “Processing demand modulates the effect of spatial attention on the judged duration of a brief stimulus.” 2001. Thesis, University of Canterbury. Accessed November 21, 2019. http://hdl.handle.net/10092/802.

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

MLA Handbook (7th Edition):

O'Neill, P. “Processing demand modulates the effect of spatial attention on the judged duration of a brief stimulus.” 2001. Web. 21 Nov 2019.

Vancouver:

O'Neill P. Processing demand modulates the effect of spatial attention on the judged duration of a brief stimulus. [Internet] [Thesis]. University of Canterbury; 2001. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10092/802.

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

Council of Science Editors:

O'Neill P. Processing demand modulates the effect of spatial attention on the judged duration of a brief stimulus. [Thesis]. University of Canterbury; 2001. Available from: http://hdl.handle.net/10092/802

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


University of Canterbury

4. Harrison, C. CDI words and sentences: Validity and preliminary norms for British English.

Degree: Communication Disorders, 2001, University of Canterbury

Subjects/Keywords: Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380102 Learning; memory; cognition and language

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

APA (6th Edition):

Harrison, C. (2001). CDI words and sentences: Validity and preliminary norms for British English. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/3523

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):

Harrison, C. “CDI words and sentences: Validity and preliminary norms for British English.” 2001. Thesis, University of Canterbury. Accessed November 21, 2019. http://hdl.handle.net/10092/3523.

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

MLA Handbook (7th Edition):

Harrison, C. “CDI words and sentences: Validity and preliminary norms for British English.” 2001. Web. 21 Nov 2019.

Vancouver:

Harrison C. CDI words and sentences: Validity and preliminary norms for British English. [Internet] [Thesis]. University of Canterbury; 2001. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10092/3523.

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

Council of Science Editors:

Harrison C. CDI words and sentences: Validity and preliminary norms for British English. [Thesis]. University of Canterbury; 2001. Available from: http://hdl.handle.net/10092/3523

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


University of Canterbury

5. Harrison, C. MacArthur Communicative Development Inventory: Words and Sentences (British English adaptation).

Degree: Communication Disorders, 1999, University of Canterbury

Subjects/Keywords: Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380102 Learning; memory; cognition and language

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APA (6th Edition):

Harrison, C. (1999). MacArthur Communicative Development Inventory: Words and Sentences (British English adaptation). (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/3524

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):

Harrison, C. “MacArthur Communicative Development Inventory: Words and Sentences (British English adaptation).” 1999. Thesis, University of Canterbury. Accessed November 21, 2019. http://hdl.handle.net/10092/3524.

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

MLA Handbook (7th Edition):

Harrison, C. “MacArthur Communicative Development Inventory: Words and Sentences (British English adaptation).” 1999. Web. 21 Nov 2019.

Vancouver:

Harrison C. MacArthur Communicative Development Inventory: Words and Sentences (British English adaptation). [Internet] [Thesis]. University of Canterbury; 1999. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10092/3524.

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

Council of Science Editors:

Harrison C. MacArthur Communicative Development Inventory: Words and Sentences (British English adaptation). [Thesis]. University of Canterbury; 1999. Available from: http://hdl.handle.net/10092/3524

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


University of Canterbury

6. Harrison, C. CDI words and sentences: Validity and preliminary norms for British English (figures and tables for CDI vocabulary data).

Degree: Communication Disorders, 2001, University of Canterbury

Subjects/Keywords: Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380102 Learning; memory; cognition and language

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

APA (6th Edition):

Harrison, C. (2001). CDI words and sentences: Validity and preliminary norms for British English (figures and tables for CDI vocabulary data). (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/3525

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):

Harrison, C. “CDI words and sentences: Validity and preliminary norms for British English (figures and tables for CDI vocabulary data).” 2001. Thesis, University of Canterbury. Accessed November 21, 2019. http://hdl.handle.net/10092/3525.

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

MLA Handbook (7th Edition):

Harrison, C. “CDI words and sentences: Validity and preliminary norms for British English (figures and tables for CDI vocabulary data).” 2001. Web. 21 Nov 2019.

Vancouver:

Harrison C. CDI words and sentences: Validity and preliminary norms for British English (figures and tables for CDI vocabulary data). [Internet] [Thesis]. University of Canterbury; 2001. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10092/3525.

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

Council of Science Editors:

Harrison C. CDI words and sentences: Validity and preliminary norms for British English (figures and tables for CDI vocabulary data). [Thesis]. University of Canterbury; 2001. Available from: http://hdl.handle.net/10092/3525

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


University of Canterbury

7. Chen, Z. Selective attention and the perception of an attended non-target object.

Degree: Psychology., 2005, University of Canterbury

 Although many theories of attention assume that attending to an object results in the processing of all its feature dimensions, there has been no direct… (more)

Subjects/Keywords: Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380101 Sensory processes perception and performance; Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380102 Learning, memory, cognition and language

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APA (6th Edition):

Chen, Z. (2005). Selective attention and the perception of an attended non-target object. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/776

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):

Chen, Z. “Selective attention and the perception of an attended non-target object.” 2005. Thesis, University of Canterbury. Accessed November 21, 2019. http://hdl.handle.net/10092/776.

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

MLA Handbook (7th Edition):

Chen, Z. “Selective attention and the perception of an attended non-target object.” 2005. Web. 21 Nov 2019.

Vancouver:

Chen Z. Selective attention and the perception of an attended non-target object. [Internet] [Thesis]. University of Canterbury; 2005. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10092/776.

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

Council of Science Editors:

Chen Z. Selective attention and the perception of an attended non-target object. [Thesis]. University of Canterbury; 2005. Available from: http://hdl.handle.net/10092/776

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


University of Canterbury

8. Chan, C.C. Distractor interference stays constant despite variation in working memory load.

Degree: Psychology., 2007, University of Canterbury

 Previous studies show that working memory (WM) plays an important role in selective attention, such that high WM load leads to inefficient distractor inhibition compared… (more)

Subjects/Keywords: Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380101 Sensory processes perception and performance; Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380102 Learning, memory, cognition and language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chan, C. C. (2007). Distractor interference stays constant despite variation in working memory load. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/775

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):

Chan, C C. “Distractor interference stays constant despite variation in working memory load.” 2007. Thesis, University of Canterbury. Accessed November 21, 2019. http://hdl.handle.net/10092/775.

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

MLA Handbook (7th Edition):

Chan, C C. “Distractor interference stays constant despite variation in working memory load.” 2007. Web. 21 Nov 2019.

Vancouver:

Chan CC. Distractor interference stays constant despite variation in working memory load. [Internet] [Thesis]. University of Canterbury; 2007. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10092/775.

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

Council of Science Editors:

Chan CC. Distractor interference stays constant despite variation in working memory load. [Thesis]. University of Canterbury; 2007. Available from: http://hdl.handle.net/10092/775

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


University of Canterbury

9. Chen, Z. Attentional focus, processing load, and Stroop interference.

Degree: Psychology., 2003, University of Canterbury

 Although the effects of attentional focus and perceptual load on selective attention are well-known when targets and distractors are distinct objects that occupy separate locations,… (more)

Subjects/Keywords: Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380101 Sensory processes perception and performance; Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380102 Learning, memory, cognition and language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chen, Z. (2003). Attentional focus, processing load, and Stroop interference. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/777

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):

Chen, Z. “Attentional focus, processing load, and Stroop interference.” 2003. Thesis, University of Canterbury. Accessed November 21, 2019. http://hdl.handle.net/10092/777.

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

MLA Handbook (7th Edition):

Chen, Z. “Attentional focus, processing load, and Stroop interference.” 2003. Web. 21 Nov 2019.

Vancouver:

Chen Z. Attentional focus, processing load, and Stroop interference. [Internet] [Thesis]. University of Canterbury; 2003. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10092/777.

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

Council of Science Editors:

Chen Z. Attentional focus, processing load, and Stroop interference. [Thesis]. University of Canterbury; 2003. Available from: http://hdl.handle.net/10092/777

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


University of Canterbury

10. White, S. What motivates them? Some adult learners' perceptions of and reasons for engaging in lifelong learning.

Degree: School of Educational Studies and Human Development., 2004, University of Canterbury

Subjects/Keywords: Fields of Research::330000 Education::339900 Other Education::339999 Other education; Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380102 Learning, memory, cognition and language

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APA (6th Edition):

White, S. (2004). What motivates them? Some adult learners' perceptions of and reasons for engaging in lifelong learning. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/1560

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):

White, S. “What motivates them? Some adult learners' perceptions of and reasons for engaging in lifelong learning.” 2004. Thesis, University of Canterbury. Accessed November 21, 2019. http://hdl.handle.net/10092/1560.

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

MLA Handbook (7th Edition):

White, S. “What motivates them? Some adult learners' perceptions of and reasons for engaging in lifelong learning.” 2004. Web. 21 Nov 2019.

Vancouver:

White S. What motivates them? Some adult learners' perceptions of and reasons for engaging in lifelong learning. [Internet] [Thesis]. University of Canterbury; 2004. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10092/1560.

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

Council of Science Editors:

White S. What motivates them? Some adult learners' perceptions of and reasons for engaging in lifelong learning. [Thesis]. University of Canterbury; 2004. Available from: http://hdl.handle.net/10092/1560

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


University of Canterbury

11. Cave, K.R. Object-based attention with endogenous cuing and positional certainty.

Degree: Psychology., 2008, University of Canterbury

 Previous studies have concluded that object-based attention does not always arise if attention is cued endogenously (Macquistan, 1997) or if the target location is known… (more)

Subjects/Keywords: Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380102 Learning, memory, cognition and language; Fields of Research::380000 Behavioural and Cognitive Sciences::380300 Cognitive Science::380303 Computer perception, memory and attention

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APA (6th Edition):

Cave, K. R. (2008). Object-based attention with endogenous cuing and positional certainty. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/2236

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):

Cave, K R. “Object-based attention with endogenous cuing and positional certainty.” 2008. Thesis, University of Canterbury. Accessed November 21, 2019. http://hdl.handle.net/10092/2236.

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

MLA Handbook (7th Edition):

Cave, K R. “Object-based attention with endogenous cuing and positional certainty.” 2008. Web. 21 Nov 2019.

Vancouver:

Cave KR. Object-based attention with endogenous cuing and positional certainty. [Internet] [Thesis]. University of Canterbury; 2008. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10092/2236.

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

Council of Science Editors:

Cave KR. Object-based attention with endogenous cuing and positional certainty. [Thesis]. University of Canterbury; 2008. Available from: http://hdl.handle.net/10092/2236

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


University of Canterbury

12. Klee, T. Screening 3-year-olds for language delay using selected parent-report measures: the jury is still out.

Degree: Communication Disorders, 2007, University of Canterbury

 A postal survey of parents was conducted at ‘around the time of their child’s third birthday’, consisting of a set of separate screening questionnaires and… (more)

Subjects/Keywords: screening; diagnostic accuracy; evidence-based practice; Fields of Research::380000 Behavioural and Cognitive Sciences; Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380102 Learning, memory, cognition and language

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

APA (6th Edition):

Klee, T. (2007). Screening 3-year-olds for language delay using selected parent-report measures: the jury is still out. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/3510

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):

Klee, T. “Screening 3-year-olds for language delay using selected parent-report measures: the jury is still out.” 2007. Thesis, University of Canterbury. Accessed November 21, 2019. http://hdl.handle.net/10092/3510.

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

MLA Handbook (7th Edition):

Klee, T. “Screening 3-year-olds for language delay using selected parent-report measures: the jury is still out.” 2007. Web. 21 Nov 2019.

Vancouver:

Klee T. Screening 3-year-olds for language delay using selected parent-report measures: the jury is still out. [Internet] [Thesis]. University of Canterbury; 2007. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10092/3510.

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

Council of Science Editors:

Klee T. Screening 3-year-olds for language delay using selected parent-report measures: the jury is still out. [Thesis]. University of Canterbury; 2007. Available from: http://hdl.handle.net/10092/3510

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


University of Canterbury

13. Tannock, R. Time perception deficits in Attention-Deficit/Hyperactivity Disorder and Comorbid reading difficulties in child and adolescent samples.

Degree: 2003, University of Canterbury

 Objective: To investigate time perception in Attention-Deficit/Hyperactivity Disorder (ADHD) with and without comorbid reading difficulties (RD) in child and adolescent participants. Method: In study 1,… (more)

Subjects/Keywords: time perception; working memory; attention-deficit/hyperactivity disorder; reading difficulties; teacher report; behaviour ratings; Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380102 Learning, memory, cognition and language; Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380101 Sensory processes perception and performance

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

APA (6th Edition):

Tannock, R. (2003). Time perception deficits in Attention-Deficit/Hyperactivity Disorder and Comorbid reading difficulties in child and adolescent samples. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/586

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):

Tannock, R. “Time perception deficits in Attention-Deficit/Hyperactivity Disorder and Comorbid reading difficulties in child and adolescent samples.” 2003. Thesis, University of Canterbury. Accessed November 21, 2019. http://hdl.handle.net/10092/586.

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

MLA Handbook (7th Edition):

Tannock, R. “Time perception deficits in Attention-Deficit/Hyperactivity Disorder and Comorbid reading difficulties in child and adolescent samples.” 2003. Web. 21 Nov 2019.

Vancouver:

Tannock R. Time perception deficits in Attention-Deficit/Hyperactivity Disorder and Comorbid reading difficulties in child and adolescent samples. [Internet] [Thesis]. University of Canterbury; 2003. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10092/586.

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

Council of Science Editors:

Tannock R. Time perception deficits in Attention-Deficit/Hyperactivity Disorder and Comorbid reading difficulties in child and adolescent samples. [Thesis]. University of Canterbury; 2003. Available from: http://hdl.handle.net/10092/586

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


University of Canterbury

14. Rucklidge, J.J. An Evaluation of the Response Modulation Hypothesis in Relation to Attention-Deficit/Hyperactivity Disorder.

Degree: Psychology., 2006, University of Canterbury

 Several hypotheses related to Newman's (e.g., Patterson & Newman, 1993) response modulation hypothesis were examined among adolescents with attention-deficit/hyperactivity disorder (ADHD; n=18) and normal controls… (more)

Subjects/Keywords: attention-deficit/hyperactivity disorder (ADHD); passive avoidance learning; punishment sensitivity; response reflection; response modulation; Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380103 Biological psychology (neuropsychology, psychopharmacology, physiological psychology); Fields of Research::380000 Behavioural and Cognitive Sciences::380300 Cognitive Science::380304 Neurocognitive patterns and neural networks; Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380102 Learning, memory, cognition and language

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

APA (6th Edition):

Rucklidge, J. J. (2006). An Evaluation of the Response Modulation Hypothesis in Relation to Attention-Deficit/Hyperactivity Disorder. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/555

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):

Rucklidge, J J. “An Evaluation of the Response Modulation Hypothesis in Relation to Attention-Deficit/Hyperactivity Disorder.” 2006. Thesis, University of Canterbury. Accessed November 21, 2019. http://hdl.handle.net/10092/555.

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

MLA Handbook (7th Edition):

Rucklidge, J J. “An Evaluation of the Response Modulation Hypothesis in Relation to Attention-Deficit/Hyperactivity Disorder.” 2006. Web. 21 Nov 2019.

Vancouver:

Rucklidge JJ. An Evaluation of the Response Modulation Hypothesis in Relation to Attention-Deficit/Hyperactivity Disorder. [Internet] [Thesis]. University of Canterbury; 2006. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10092/555.

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

Council of Science Editors:

Rucklidge JJ. An Evaluation of the Response Modulation Hypothesis in Relation to Attention-Deficit/Hyperactivity Disorder. [Thesis]. University of Canterbury; 2006. Available from: http://hdl.handle.net/10092/555

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


University of Canterbury

15. Fox-Turnbull, W. What is the Place of Conversation in Learning technology?.

Degree: School of Sciences and Physical Education., 2008, University of Canterbury

 This paper investigates the role that classroom conversations and dialogue play in learning in technology education. It reviews literature in this area as well as… (more)

Subjects/Keywords: technology education; learning conversations; constructivist learning theory; Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380102 Learning, memory, cognition and language; Fields of Research::290000 Engineering and Technology::299900 Other Engineering and Technology::299999 Engineering and technology not elsewhere classified

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

APA (6th Edition):

Fox-Turnbull, W. (2008). What is the Place of Conversation in Learning technology?. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/2037

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):

Fox-Turnbull, W. “What is the Place of Conversation in Learning technology?.” 2008. Thesis, University of Canterbury. Accessed November 21, 2019. http://hdl.handle.net/10092/2037.

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

MLA Handbook (7th Edition):

Fox-Turnbull, W. “What is the Place of Conversation in Learning technology?.” 2008. Web. 21 Nov 2019.

Vancouver:

Fox-Turnbull W. What is the Place of Conversation in Learning technology?. [Internet] [Thesis]. University of Canterbury; 2008. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10092/2037.

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

Council of Science Editors:

Fox-Turnbull W. What is the Place of Conversation in Learning technology?. [Thesis]. University of Canterbury; 2008. Available from: http://hdl.handle.net/10092/2037

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


University of Canterbury

16. Cockburn, A. Revisiting 2D vs 3D Implications on Spatial Memory.

Degree: Computer Science and Software Engineering., 2004, University of Canterbury

 Prior research has shown that the efficient use of graphical user interfaces strongly depends on human capabilities for spatial cognition. Although it is tempting to… (more)

Subjects/Keywords: 3D user interfaces; spatial memory; location learning; evaluation; Fields of Research::280000 Information, Computing and Communication Sciences::280100 Information Systems::280105 Interfaces and presentation (excl. 280104); Fields of Research::280000 Information, Computing and Communication Sciences::280100 Information Systems::280104 Computer-human interaction; Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380102 Learning, memory, cognition and language

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

APA (6th Edition):

Cockburn, A. (2004). Revisiting 2D vs 3D Implications on Spatial Memory. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/515

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):

Cockburn, A. “Revisiting 2D vs 3D Implications on Spatial Memory.” 2004. Thesis, University of Canterbury. Accessed November 21, 2019. http://hdl.handle.net/10092/515.

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

MLA Handbook (7th Edition):

Cockburn, A. “Revisiting 2D vs 3D Implications on Spatial Memory.” 2004. Web. 21 Nov 2019.

Vancouver:

Cockburn A. Revisiting 2D vs 3D Implications on Spatial Memory. [Internet] [Thesis]. University of Canterbury; 2004. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10092/515.

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

Council of Science Editors:

Cockburn A. Revisiting 2D vs 3D Implications on Spatial Memory. [Thesis]. University of Canterbury; 2004. Available from: http://hdl.handle.net/10092/515

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


University of Canterbury

17. McKenzie, B. Evaluating spatial memory in two and three dimensions.

Degree: Computer Science and Software Engineering., 2004, University of Canterbury

 Prior research has shown that the efficient use of graphical user interfaces is strongly dependent on human capabilities for spatial cognition. One facet of spatial… (more)

Subjects/Keywords: Spatial memory; 3D user interfaces; information visualisation; evaluation.; Fields of Research::380000 Behavioural and Cognitive Sciences::380100 Psychology::380102 Learning, memory, cognition and language; Fields of Research::280000 Information, Computing and Communication Sciences::280100 Information Systems::280105 Interfaces and presentation (excl. 280104); Fields of Research::280000 Information, Computing and Communication Sciences::280100 Information Systems::280104 Computer-human interaction

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

APA (6th Edition):

McKenzie, B. (2004). Evaluating spatial memory in two and three dimensions. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/516

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):

McKenzie, B. “Evaluating spatial memory in two and three dimensions.” 2004. Thesis, University of Canterbury. Accessed November 21, 2019. http://hdl.handle.net/10092/516.

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

MLA Handbook (7th Edition):

McKenzie, B. “Evaluating spatial memory in two and three dimensions.” 2004. Web. 21 Nov 2019.

Vancouver:

McKenzie B. Evaluating spatial memory in two and three dimensions. [Internet] [Thesis]. University of Canterbury; 2004. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10092/516.

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

Council of Science Editors:

McKenzie B. Evaluating spatial memory in two and three dimensions. [Thesis]. University of Canterbury; 2004. Available from: http://hdl.handle.net/10092/516

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


University of Queensland

18. Birney, Damian Patrick. The Measurement of Task Complexity and Cognitive Ability: Relational Complexity in Adult Reasoning.

Degree: School of Psychology, 2002, University of Queensland

 The theory of relational complexity (RC) developed by Halford and his associates (Halford et al., 1998a) proposes that, in addition to the number of unique… (more)

Subjects/Keywords: intelligence; relational complexity; cogntive complexity; reasoning; latin square; processing limitations; comprehension; cognitive psychology; 380102 Learning, Memory, Cognition and Language; 380199 Psychology not elsewhere classified; 780108 Behavioural and cognitive sciences

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

APA (6th Edition):

Birney, D. P. (2002). The Measurement of Task Complexity and Cognitive Ability: Relational Complexity in Adult Reasoning. (Thesis). University of Queensland. Retrieved from http://espace.library.uq.edu.au/view/UQ:157930

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):

Birney, Damian Patrick. “The Measurement of Task Complexity and Cognitive Ability: Relational Complexity in Adult Reasoning.” 2002. Thesis, University of Queensland. Accessed November 21, 2019. http://espace.library.uq.edu.au/view/UQ:157930.

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

MLA Handbook (7th Edition):

Birney, Damian Patrick. “The Measurement of Task Complexity and Cognitive Ability: Relational Complexity in Adult Reasoning.” 2002. Web. 21 Nov 2019.

Vancouver:

Birney DP. The Measurement of Task Complexity and Cognitive Ability: Relational Complexity in Adult Reasoning. [Internet] [Thesis]. University of Queensland; 2002. [cited 2019 Nov 21]. Available from: http://espace.library.uq.edu.au/view/UQ:157930.

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

Council of Science Editors:

Birney DP. The Measurement of Task Complexity and Cognitive Ability: Relational Complexity in Adult Reasoning. [Thesis]. University of Queensland; 2002. Available from: http://espace.library.uq.edu.au/view/UQ:157930

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


Loma Linda University

19. Norseth, Clint H. Nondysphoric Depressive Symptoms and Cognitive Abilities in Healthy Older Adults.

Degree: PhD, Psychology, 2015, Loma Linda University

Research has shown that depression is associated with poorer cognitive performance and cognitive decline. Cognitive functions such as processing speed, language ability, memory, and… (more)

Subjects/Keywords: Clinical Psychology; Psychology; Social and Behavioral Sciences; Depression in old age; Depression - Mental; Psychophysiology; Mood Disorders; Mild Cognitive Impairment; Cognition; Memory; Attention; Executive Function; Health Status Indicators; Psychiatric Status Rating Scales; Cognitive Performance; Cognitive Decline; Mild Depressive Symptoms; Dysphoric Symptoms; Language ability; Processing Speed

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

APA (6th Edition):

Norseth, C. H. (2015). Nondysphoric Depressive Symptoms and Cognitive Abilities in Healthy Older Adults. (Doctoral Dissertation). Loma Linda University. Retrieved from https://scholarsrepository.llu.edu/etd/253

Chicago Manual of Style (16th Edition):

Norseth, Clint H. “Nondysphoric Depressive Symptoms and Cognitive Abilities in Healthy Older Adults.” 2015. Doctoral Dissertation, Loma Linda University. Accessed November 21, 2019. https://scholarsrepository.llu.edu/etd/253.

MLA Handbook (7th Edition):

Norseth, Clint H. “Nondysphoric Depressive Symptoms and Cognitive Abilities in Healthy Older Adults.” 2015. Web. 21 Nov 2019.

Vancouver:

Norseth CH. Nondysphoric Depressive Symptoms and Cognitive Abilities in Healthy Older Adults. [Internet] [Doctoral dissertation]. Loma Linda University; 2015. [cited 2019 Nov 21]. Available from: https://scholarsrepository.llu.edu/etd/253.

Council of Science Editors:

Norseth CH. Nondysphoric Depressive Symptoms and Cognitive Abilities in Healthy Older Adults. [Doctoral Dissertation]. Loma Linda University; 2015. Available from: https://scholarsrepository.llu.edu/etd/253


Loma Linda University

20. Elsen, K'dee D. The Effect of Language on Cognition in an Acculturated American Sample of Healthy Older Adults.

Degree: PhD, Psychology, 2017, Loma Linda University

  Background: Older adults are not only the fastest growing segment of the population (~841 million worldwide) and continually increasing, but are of special concern… (more)

Subjects/Keywords: Clinical Psychology; Psychology; Social and Behavioral Sciences; Language; Cognition; Aged; Multilingualism; Age-associated deficits; Cognitive aging; Multilingualism; Linguistic processing

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

APA (6th Edition):

Elsen, K. D. (2017). The Effect of Language on Cognition in an Acculturated American Sample of Healthy Older Adults. (Doctoral Dissertation). Loma Linda University. Retrieved from https://scholarsrepository.llu.edu/etd/446

Chicago Manual of Style (16th Edition):

Elsen, K'dee D. “The Effect of Language on Cognition in an Acculturated American Sample of Healthy Older Adults.” 2017. Doctoral Dissertation, Loma Linda University. Accessed November 21, 2019. https://scholarsrepository.llu.edu/etd/446.

MLA Handbook (7th Edition):

Elsen, K'dee D. “The Effect of Language on Cognition in an Acculturated American Sample of Healthy Older Adults.” 2017. Web. 21 Nov 2019.

Vancouver:

Elsen KD. The Effect of Language on Cognition in an Acculturated American Sample of Healthy Older Adults. [Internet] [Doctoral dissertation]. Loma Linda University; 2017. [cited 2019 Nov 21]. Available from: https://scholarsrepository.llu.edu/etd/446.

Council of Science Editors:

Elsen KD. The Effect of Language on Cognition in an Acculturated American Sample of Healthy Older Adults. [Doctoral Dissertation]. Loma Linda University; 2017. Available from: https://scholarsrepository.llu.edu/etd/446

.