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You searched for subject:(Implicit learning). Showing records 1 – 30 of 175 total matches.

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University of Waterloo

1. Lin, Ying-Hsin. Characterizing Colour-Word Contingency Learning.

Degree: 2015, University of Waterloo

 Contingencies are constantly found in everyday situations and humans are extraordinarily adept at learning them, whether implicitly or explicitly. The learning of contingencies can benefit… (more)

Subjects/Keywords: psychology; cognition; learning; implicit learning; contingency learning

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

APA (6th Edition):

Lin, Y. (2015). Characterizing Colour-Word Contingency Learning. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/9279

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

Chicago Manual of Style (16th Edition):

Lin, Ying-Hsin. “Characterizing Colour-Word Contingency Learning.” 2015. Thesis, University of Waterloo. Accessed September 16, 2019. http://hdl.handle.net/10012/9279.

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

MLA Handbook (7th Edition):

Lin, Ying-Hsin. “Characterizing Colour-Word Contingency Learning.” 2015. Web. 16 Sep 2019.

Vancouver:

Lin Y. Characterizing Colour-Word Contingency Learning. [Internet] [Thesis]. University of Waterloo; 2015. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10012/9279.

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

Council of Science Editors:

Lin Y. Characterizing Colour-Word Contingency Learning. [Thesis]. University of Waterloo; 2015. Available from: http://hdl.handle.net/10012/9279

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


Universiteit Utrecht

2. Dijkgraaf, A. Implicit Motor and Language Learning in Developmental Dyslexia.

Degree: 2013, Universiteit Utrecht

 Traditionally, Developmental Dyslexia is considered to be a disorder of language, but besides language problems, motor skill problems have been found in developmental dyslexics as… (more)

Subjects/Keywords: Dyslexia; implicit learning; sustained attention

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

APA (6th Edition):

Dijkgraaf, A. (2013). Implicit Motor and Language Learning in Developmental Dyslexia. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/272531

Chicago Manual of Style (16th Edition):

Dijkgraaf, A. “Implicit Motor and Language Learning in Developmental Dyslexia.” 2013. Masters Thesis, Universiteit Utrecht. Accessed September 16, 2019. http://dspace.library.uu.nl:8080/handle/1874/272531.

MLA Handbook (7th Edition):

Dijkgraaf, A. “Implicit Motor and Language Learning in Developmental Dyslexia.” 2013. Web. 16 Sep 2019.

Vancouver:

Dijkgraaf A. Implicit Motor and Language Learning in Developmental Dyslexia. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2019 Sep 16]. Available from: http://dspace.library.uu.nl:8080/handle/1874/272531.

Council of Science Editors:

Dijkgraaf A. Implicit Motor and Language Learning in Developmental Dyslexia. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/272531


University of Western Australia

3. O'Brien-Malone, R. A. Implicit sequence learning : an examination of intentionality and an event expectancy heuristic.

Degree: PhD, 1998, University of Western Australia

Implicit learning has been characterised as an unconscious process by which knowledge is acquired without a deliberate attempt to learn. A review of the literature… (more)

Subjects/Keywords: Implicit learning

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APA (6th Edition):

O'Brien-Malone, R. A. (1998). Implicit sequence learning : an examination of intentionality and an event expectancy heuristic. (Doctoral Dissertation). University of Western Australia. Retrieved from http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=30134&local_base=GEN01-INS01

Chicago Manual of Style (16th Edition):

O'Brien-Malone, R A. “Implicit sequence learning : an examination of intentionality and an event expectancy heuristic.” 1998. Doctoral Dissertation, University of Western Australia. Accessed September 16, 2019. http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=30134&local_base=GEN01-INS01.

MLA Handbook (7th Edition):

O'Brien-Malone, R A. “Implicit sequence learning : an examination of intentionality and an event expectancy heuristic.” 1998. Web. 16 Sep 2019.

Vancouver:

O'Brien-Malone RA. Implicit sequence learning : an examination of intentionality and an event expectancy heuristic. [Internet] [Doctoral dissertation]. University of Western Australia; 1998. [cited 2019 Sep 16]. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=30134&local_base=GEN01-INS01.

Council of Science Editors:

O'Brien-Malone RA. Implicit sequence learning : an examination of intentionality and an event expectancy heuristic. [Doctoral Dissertation]. University of Western Australia; 1998. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=30134&local_base=GEN01-INS01


Drexel University

4. Smith, Daniel Grady. Individual Differences In Implicit Learning: Initial Exploration Of Clinical Utility.

Degree: 2013, Drexel University

At present, no reliable implicit learning (IL) measure exists for use in the clinical setting, though recent evidence suggests that IL can predict individual differences… (more)

Subjects/Keywords: Psychology; Implicit learning; Psychometrics

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

APA (6th Edition):

Smith, D. G. (2013). Individual Differences In Implicit Learning: Initial Exploration Of Clinical Utility. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:4496

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):

Smith, Daniel Grady. “Individual Differences In Implicit Learning: Initial Exploration Of Clinical Utility.” 2013. Thesis, Drexel University. Accessed September 16, 2019. http://hdl.handle.net/1860/idea:4496.

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

MLA Handbook (7th Edition):

Smith, Daniel Grady. “Individual Differences In Implicit Learning: Initial Exploration Of Clinical Utility.” 2013. Web. 16 Sep 2019.

Vancouver:

Smith DG. Individual Differences In Implicit Learning: Initial Exploration Of Clinical Utility. [Internet] [Thesis]. Drexel University; 2013. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1860/idea:4496.

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

Council of Science Editors:

Smith DG. Individual Differences In Implicit Learning: Initial Exploration Of Clinical Utility. [Thesis]. Drexel University; 2013. Available from: http://hdl.handle.net/1860/idea:4496

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


University of New South Wales

5. Newell, Ben. An examination of the processes underlying implicit learning.

Degree: Psychology, 2000, University of New South Wales

 This thesis examined the processes underlying implicit learning. Six candidate components thought to be involved in implicit learning were identified: task demands, affordances of experimental… (more)

Subjects/Keywords: Implicit learning

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

APA (6th Edition):

Newell, B. (2000). An examination of the processes underlying implicit learning. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/18220 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:488/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Newell, Ben. “An examination of the processes underlying implicit learning.” 2000. Doctoral Dissertation, University of New South Wales. Accessed September 16, 2019. http://handle.unsw.edu.au/1959.4/18220 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:488/SOURCE02?view=true.

MLA Handbook (7th Edition):

Newell, Ben. “An examination of the processes underlying implicit learning.” 2000. Web. 16 Sep 2019.

Vancouver:

Newell B. An examination of the processes underlying implicit learning. [Internet] [Doctoral dissertation]. University of New South Wales; 2000. [cited 2019 Sep 16]. Available from: http://handle.unsw.edu.au/1959.4/18220 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:488/SOURCE02?view=true.

Council of Science Editors:

Newell B. An examination of the processes underlying implicit learning. [Doctoral Dissertation]. University of New South Wales; 2000. Available from: http://handle.unsw.edu.au/1959.4/18220 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:488/SOURCE02?view=true


University of Edinburgh

6. Hill, Louisa. Does syntactic priming in children persist across significant time periods?.

Degree: 2013, University of Edinburgh

 Using a ‘snap’ paradigm, we investigated the time course effects of syntactic priming in both adults and children. The research was done over a one… (more)

Subjects/Keywords: Syntactic primig; Children's language acquisition; Implicit learning

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

APA (6th Edition):

Hill, L. (2013). Does syntactic priming in children persist across significant time periods?. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8567

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):

Hill, Louisa. “Does syntactic priming in children persist across significant time periods?.” 2013. Thesis, University of Edinburgh. Accessed September 16, 2019. http://hdl.handle.net/1842/8567.

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

MLA Handbook (7th Edition):

Hill, Louisa. “Does syntactic priming in children persist across significant time periods?.” 2013. Web. 16 Sep 2019.

Vancouver:

Hill L. Does syntactic priming in children persist across significant time periods?. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1842/8567.

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

Council of Science Editors:

Hill L. Does syntactic priming in children persist across significant time periods?. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8567

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


University of Edinburgh

7. Crichton, Calum. Investigating and comparing the magnitude of syntactic priming effects between young children and adults.

Degree: 2013, University of Edinburgh

 A tendency for people to repeat the same sentence structure as they have just heard, known as syntactic priming, has been shown separately in both… (more)

Subjects/Keywords: Syntactic; Priming; Adults; Children; Comparing; Implicit Learning

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

APA (6th Edition):

Crichton, C. (2013). Investigating and comparing the magnitude of syntactic priming effects between young children and adults. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8696

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):

Crichton, Calum. “Investigating and comparing the magnitude of syntactic priming effects between young children and adults.” 2013. Thesis, University of Edinburgh. Accessed September 16, 2019. http://hdl.handle.net/1842/8696.

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

MLA Handbook (7th Edition):

Crichton, Calum. “Investigating and comparing the magnitude of syntactic priming effects between young children and adults.” 2013. Web. 16 Sep 2019.

Vancouver:

Crichton C. Investigating and comparing the magnitude of syntactic priming effects between young children and adults. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1842/8696.

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

Council of Science Editors:

Crichton C. Investigating and comparing the magnitude of syntactic priming effects between young children and adults. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8696

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


University of Cambridge

8. Aczel, Balazs. Attention and awareness in human learning and decision making .

Degree: 2010, University of Cambridge

 This dissertation presents an investigation of the modifying role of attention and awareness in human learning and decision making. A series of experiments showed that… (more)

Subjects/Keywords: implicit learning; selective attention; intuition; decision making

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

APA (6th Edition):

Aczel, B. (2010). Attention and awareness in human learning and decision making . (Thesis). University of Cambridge. Retrieved from http://www.dspace.cam.ac.uk/handle/1810/224472

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):

Aczel, Balazs. “Attention and awareness in human learning and decision making .” 2010. Thesis, University of Cambridge. Accessed September 16, 2019. http://www.dspace.cam.ac.uk/handle/1810/224472.

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

MLA Handbook (7th Edition):

Aczel, Balazs. “Attention and awareness in human learning and decision making .” 2010. Web. 16 Sep 2019.

Vancouver:

Aczel B. Attention and awareness in human learning and decision making . [Internet] [Thesis]. University of Cambridge; 2010. [cited 2019 Sep 16]. Available from: http://www.dspace.cam.ac.uk/handle/1810/224472.

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

Council of Science Editors:

Aczel B. Attention and awareness in human learning and decision making . [Thesis]. University of Cambridge; 2010. Available from: http://www.dspace.cam.ac.uk/handle/1810/224472

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


University of Ontario Institute of Technology

9. Joudaki, Zeinab. Towards implicit learning of system-assigned authentication tokens.

Degree: 2018, University of Ontario Institute of Technology

 People tend to choose predictable passwords which are vulnerable to guessing attacks. To combat the security issue, system-assigned authentication keys were proposed, but coming at… (more)

Subjects/Keywords: Authentication; System-assisted passwords; Implicit learning

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APA (6th Edition):

Joudaki, Z. (2018). Towards implicit learning of system-assigned authentication tokens. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/983

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):

Joudaki, Zeinab. “Towards implicit learning of system-assigned authentication tokens.” 2018. Thesis, University of Ontario Institute of Technology. Accessed September 16, 2019. http://hdl.handle.net/10155/983.

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

MLA Handbook (7th Edition):

Joudaki, Zeinab. “Towards implicit learning of system-assigned authentication tokens.” 2018. Web. 16 Sep 2019.

Vancouver:

Joudaki Z. Towards implicit learning of system-assigned authentication tokens. [Internet] [Thesis]. University of Ontario Institute of Technology; 2018. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10155/983.

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

Council of Science Editors:

Joudaki Z. Towards implicit learning of system-assigned authentication tokens. [Thesis]. University of Ontario Institute of Technology; 2018. Available from: http://hdl.handle.net/10155/983

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


University of Minnesota

10. Wang, Jeremy. Implicit Learning in Science: Activating and Suppressing Scientific Intuitions to Enhance Conceptual Change.

Degree: PhD, Educational Psychology, 2018, University of Minnesota

 This dissertation examines the thesis that implicit learning plays a role in learning about scientific phenomena, and subsequently, in conceptual change. Decades of research in… (more)

Subjects/Keywords: conceptual change; implicit learning; intuition; science education

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APA (6th Edition):

Wang, J. (2018). Implicit Learning in Science: Activating and Suppressing Scientific Intuitions to Enhance Conceptual Change. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/195393

Chicago Manual of Style (16th Edition):

Wang, Jeremy. “Implicit Learning in Science: Activating and Suppressing Scientific Intuitions to Enhance Conceptual Change.” 2018. Doctoral Dissertation, University of Minnesota. Accessed September 16, 2019. http://hdl.handle.net/11299/195393.

MLA Handbook (7th Edition):

Wang, Jeremy. “Implicit Learning in Science: Activating and Suppressing Scientific Intuitions to Enhance Conceptual Change.” 2018. Web. 16 Sep 2019.

Vancouver:

Wang J. Implicit Learning in Science: Activating and Suppressing Scientific Intuitions to Enhance Conceptual Change. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/11299/195393.

Council of Science Editors:

Wang J. Implicit Learning in Science: Activating and Suppressing Scientific Intuitions to Enhance Conceptual Change. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/195393


Queens University

11. Bradford, Lisa. The Effects of Atypical Antipsychotics on Implicit Reward Learning in Schizophrenia .

Degree: Psychology, 2015, Queens University

Implicit (or non-conscious) reward learning, which is necessary for healthy cognitive, emotional, and social functioning, is often impaired in schizophrenia. However, few studies have examined… (more)

Subjects/Keywords: schizophrenia; implicit memory; reward learning; antipsychotics

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APA (6th Edition):

Bradford, L. (2015). The Effects of Atypical Antipsychotics on Implicit Reward Learning in Schizophrenia . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/12688

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):

Bradford, Lisa. “The Effects of Atypical Antipsychotics on Implicit Reward Learning in Schizophrenia .” 2015. Thesis, Queens University. Accessed September 16, 2019. http://hdl.handle.net/1974/12688.

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

MLA Handbook (7th Edition):

Bradford, Lisa. “The Effects of Atypical Antipsychotics on Implicit Reward Learning in Schizophrenia .” 2015. Web. 16 Sep 2019.

Vancouver:

Bradford L. The Effects of Atypical Antipsychotics on Implicit Reward Learning in Schizophrenia . [Internet] [Thesis]. Queens University; 2015. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1974/12688.

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

Council of Science Editors:

Bradford L. The Effects of Atypical Antipsychotics on Implicit Reward Learning in Schizophrenia . [Thesis]. Queens University; 2015. Available from: http://hdl.handle.net/1974/12688

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


University of Toronto

12. Clare, Emily J. Dynamicity in Speech Perception.

Degree: PhD, 2019, University of Toronto

 Human listeners dynamically adjust their perceptual category boundaries and cue weights following brief exposure to idiosyncratic speech (Norris et al., 2003; Idemaru and Holt, 2011).… (more)

Subjects/Keywords: implicit learning; phonetics; psycholinguistics; speech perception; 0290

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APA (6th Edition):

Clare, E. J. (2019). Dynamicity in Speech Perception. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/95776

Chicago Manual of Style (16th Edition):

Clare, Emily J. “Dynamicity in Speech Perception.” 2019. Doctoral Dissertation, University of Toronto. Accessed September 16, 2019. http://hdl.handle.net/1807/95776.

MLA Handbook (7th Edition):

Clare, Emily J. “Dynamicity in Speech Perception.” 2019. Web. 16 Sep 2019.

Vancouver:

Clare EJ. Dynamicity in Speech Perception. [Internet] [Doctoral dissertation]. University of Toronto; 2019. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1807/95776.

Council of Science Editors:

Clare EJ. Dynamicity in Speech Perception. [Doctoral Dissertation]. University of Toronto; 2019. Available from: http://hdl.handle.net/1807/95776

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

Degree: 2016, University of Western Ontario

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Rabi, Rahel R. “Category Learning in Older Adulthood: Understanding and Reducing Age-Related Deficits.” 2016. Thesis, University of Western Ontario. Accessed September 16, 2019. https://ir.lib.uwo.ca/etd/4048.

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

MLA Handbook (7th Edition):

Rabi, Rahel R. “Category Learning in Older Adulthood: Understanding and Reducing Age-Related Deficits.” 2016. Web. 16 Sep 2019.

Vancouver:

Rabi RR. Category Learning in Older Adulthood: Understanding and Reducing Age-Related Deficits. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2019 Sep 16]. Available from: https://ir.lib.uwo.ca/etd/4048.

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

Council of Science Editors:

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

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


University of Sydney

14. Lee, Jessica Clairie. The role of instructions and intention in learning .

Degree: 2016, University of Sydney

 This thesis investigates how manipulating intention to learn (learning orientation) through verbal instructions affects learning in a range of putatively associative and implicit tasks. Within… (more)

Subjects/Keywords: associative learning; implicit learning; intention; incidental learning; instructions; dual-process

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APA (6th Edition):

Lee, J. C. (2016). The role of instructions and intention in learning . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/16039

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):

Lee, Jessica Clairie. “The role of instructions and intention in learning .” 2016. Thesis, University of Sydney. Accessed September 16, 2019. http://hdl.handle.net/2123/16039.

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

MLA Handbook (7th Edition):

Lee, Jessica Clairie. “The role of instructions and intention in learning .” 2016. Web. 16 Sep 2019.

Vancouver:

Lee JC. The role of instructions and intention in learning . [Internet] [Thesis]. University of Sydney; 2016. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2123/16039.

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

Council of Science Editors:

Lee JC. The role of instructions and intention in learning . [Thesis]. University of Sydney; 2016. Available from: http://hdl.handle.net/2123/16039

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


Antioch University

15. Seippel, Camilla S. Comparison of Implicit Thought and Learning in Individuals with Schizophrenia.

Degree: Psy. D., Antioch Santa Barbara: Clinical Psychology, 2017, Antioch University

 This investigation studied implicit learning differences in individuals with schizophrenia. Three implicit learning strategies were examined: priming, procedural, and incidental learning. Twenty-six participants with schizophrenia… (more)

Subjects/Keywords: Psychology; Clinical Psychology; neurocognition; schizophrenia; implicit learning; implicit thought; neuro; cognition; procedural; priming; incidental

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APA (6th Edition):

Seippel, C. S. (2017). Comparison of Implicit Thought and Learning in Individuals with Schizophrenia. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1502277391159439

Chicago Manual of Style (16th Edition):

Seippel, Camilla S. “Comparison of Implicit Thought and Learning in Individuals with Schizophrenia.” 2017. Doctoral Dissertation, Antioch University. Accessed September 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1502277391159439.

MLA Handbook (7th Edition):

Seippel, Camilla S. “Comparison of Implicit Thought and Learning in Individuals with Schizophrenia.” 2017. Web. 16 Sep 2019.

Vancouver:

Seippel CS. Comparison of Implicit Thought and Learning in Individuals with Schizophrenia. [Internet] [Doctoral dissertation]. Antioch University; 2017. [cited 2019 Sep 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1502277391159439.

Council of Science Editors:

Seippel CS. Comparison of Implicit Thought and Learning in Individuals with Schizophrenia. [Doctoral Dissertation]. Antioch University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1502277391159439


UCLA

16. Barakat, Brandon Keith. Modulation of Implicit Sensory and Sensorimotor Learning: An Investigation Within and Across Sensory Modalities.

Degree: Psychology, 2014, UCLA

Implicit forms of learning are what govern many aspects of human perception, cognition, and actions. This dissertation describes three studies, each of which investigated a… (more)

Subjects/Keywords: Psychology; Cognitive psychology; Neurosciences; Implicit Learning; Multisensory; Perception; Perceptual Learning; Sensorimotor Learning; Statistical Learning

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

APA (6th Edition):

Barakat, B. K. (2014). Modulation of Implicit Sensory and Sensorimotor Learning: An Investigation Within and Across Sensory Modalities. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/6tj3r09s

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):

Barakat, Brandon Keith. “Modulation of Implicit Sensory and Sensorimotor Learning: An Investigation Within and Across Sensory Modalities.” 2014. Thesis, UCLA. Accessed September 16, 2019. http://www.escholarship.org/uc/item/6tj3r09s.

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

MLA Handbook (7th Edition):

Barakat, Brandon Keith. “Modulation of Implicit Sensory and Sensorimotor Learning: An Investigation Within and Across Sensory Modalities.” 2014. Web. 16 Sep 2019.

Vancouver:

Barakat BK. Modulation of Implicit Sensory and Sensorimotor Learning: An Investigation Within and Across Sensory Modalities. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Sep 16]. Available from: http://www.escholarship.org/uc/item/6tj3r09s.

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

Council of Science Editors:

Barakat BK. Modulation of Implicit Sensory and Sensorimotor Learning: An Investigation Within and Across Sensory Modalities. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/6tj3r09s

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


University of Western Ontario

17. Moreau, Christine. Neural Entrainment Indexes Statistical Learning in Children.

Degree: 2019, University of Western Ontario

 Statistical learning is proposed as a mechanism for discovering structural patterns in speech through incidental exposure. However, studies have largely relied on assessing explicit memory… (more)

Subjects/Keywords: Statistical learning; EEG; neural entrainment; explicit learning; implicit learning; language learning; Cognition and Perception

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APA (6th Edition):

Moreau, C. (2019). Neural Entrainment Indexes Statistical Learning in Children. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/6367

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):

Moreau, Christine. “Neural Entrainment Indexes Statistical Learning in Children.” 2019. Thesis, University of Western Ontario. Accessed September 16, 2019. https://ir.lib.uwo.ca/etd/6367.

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

MLA Handbook (7th Edition):

Moreau, Christine. “Neural Entrainment Indexes Statistical Learning in Children.” 2019. Web. 16 Sep 2019.

Vancouver:

Moreau C. Neural Entrainment Indexes Statistical Learning in Children. [Internet] [Thesis]. University of Western Ontario; 2019. [cited 2019 Sep 16]. Available from: https://ir.lib.uwo.ca/etd/6367.

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

Council of Science Editors:

Moreau C. Neural Entrainment Indexes Statistical Learning in Children. [Thesis]. University of Western Ontario; 2019. Available from: https://ir.lib.uwo.ca/etd/6367

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


University of Utah

18. Indahl, Timothy C. Implicit and declarative learning and mathematics instruction.

Degree: PhD, Educational Psychology, 2015, University of Utah

 A review of traditional mathematics instruction suggests that conventional methods emphasize student learning of declarative rules about math problem solving procedures, especially in the early… (more)

Subjects/Keywords: Alternative methods; Implicit learning; Math learning; Priming; Problem solving; Technology based

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APA (6th Edition):

Indahl, T. C. (2015). Implicit and declarative learning and mathematics instruction. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3770/rec/1309

Chicago Manual of Style (16th Edition):

Indahl, Timothy C. “Implicit and declarative learning and mathematics instruction.” 2015. Doctoral Dissertation, University of Utah. Accessed September 16, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3770/rec/1309.

MLA Handbook (7th Edition):

Indahl, Timothy C. “Implicit and declarative learning and mathematics instruction.” 2015. Web. 16 Sep 2019.

Vancouver:

Indahl TC. Implicit and declarative learning and mathematics instruction. [Internet] [Doctoral dissertation]. University of Utah; 2015. [cited 2019 Sep 16]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3770/rec/1309.

Council of Science Editors:

Indahl TC. Implicit and declarative learning and mathematics instruction. [Doctoral Dissertation]. University of Utah; 2015. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3770/rec/1309


University of Edinburgh

19. Pavlidou, Elpis V. Developmental dyslexia and implicit learning in childhood : evidence using the artificial grammar learning paradigm.

Degree: 2010, University of Edinburgh

 This thesis explores implicit learning in children with developmental dyslexia. While specific cognitive abilities such as phonology and memory have been extensively explored in developmental… (more)

Subjects/Keywords: 150.724; developmental dyslexia; implicit learning; artificial grammar learning; children

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APA (6th Edition):

Pavlidou, E. V. (2010). Developmental dyslexia and implicit learning in childhood : evidence using the artificial grammar learning paradigm. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5854

Chicago Manual of Style (16th Edition):

Pavlidou, Elpis V. “Developmental dyslexia and implicit learning in childhood : evidence using the artificial grammar learning paradigm.” 2010. Doctoral Dissertation, University of Edinburgh. Accessed September 16, 2019. http://hdl.handle.net/1842/5854.

MLA Handbook (7th Edition):

Pavlidou, Elpis V. “Developmental dyslexia and implicit learning in childhood : evidence using the artificial grammar learning paradigm.” 2010. Web. 16 Sep 2019.

Vancouver:

Pavlidou EV. Developmental dyslexia and implicit learning in childhood : evidence using the artificial grammar learning paradigm. [Internet] [Doctoral dissertation]. University of Edinburgh; 2010. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1842/5854.

Council of Science Editors:

Pavlidou EV. Developmental dyslexia and implicit learning in childhood : evidence using the artificial grammar learning paradigm. [Doctoral Dissertation]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5854


Universiteit Utrecht

20. Oudman, F.A. Reconstructing cognition in Korsakoff’s syndrome : Diagnosis, residual capacities, and rehabilitation.

Degree: 2016, Universiteit Utrecht

 Korsakoff's syndrome (KS) is a preventable neuropsychiatric disorder caused by alcoholism induced vitamine B1 deficiency. In the acute phase of this vitamine B1 deficiency, called… (more)

Subjects/Keywords: Amnesia; Korsakoff's syndrome; Implicit Learning; Procedural memory; Rehabilitation; Alcoholism; Errorless learning

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APA (6th Edition):

Oudman, F. A. (2016). Reconstructing cognition in Korsakoff’s syndrome : Diagnosis, residual capacities, and rehabilitation. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/326015

Chicago Manual of Style (16th Edition):

Oudman, F A. “Reconstructing cognition in Korsakoff’s syndrome : Diagnosis, residual capacities, and rehabilitation.” 2016. Doctoral Dissertation, Universiteit Utrecht. Accessed September 16, 2019. http://dspace.library.uu.nl:8080/handle/1874/326015.

MLA Handbook (7th Edition):

Oudman, F A. “Reconstructing cognition in Korsakoff’s syndrome : Diagnosis, residual capacities, and rehabilitation.” 2016. Web. 16 Sep 2019.

Vancouver:

Oudman FA. Reconstructing cognition in Korsakoff’s syndrome : Diagnosis, residual capacities, and rehabilitation. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2016. [cited 2019 Sep 16]. Available from: http://dspace.library.uu.nl:8080/handle/1874/326015.

Council of Science Editors:

Oudman FA. Reconstructing cognition in Korsakoff’s syndrome : Diagnosis, residual capacities, and rehabilitation. [Doctoral Dissertation]. Universiteit Utrecht; 2016. Available from: http://dspace.library.uu.nl:8080/handle/1874/326015


Lincoln University

21. Tan, Chiu-Pih. Balancing on ice: the implicit learning of tacit knowledge.

Degree: 2011, Lincoln University

 Due to mushrooming research activity, Antarctic science projects and associated deployment of personnel involve high levels of financial investment and demand for outcomes. Although much… (more)

Subjects/Keywords: Informal workplace learning; implicit learning; tacit knowledge; Antarctic sojourners; polar workplace

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APA (6th Edition):

Tan, C. (2011). Balancing on ice: the implicit learning of tacit knowledge. (Thesis). Lincoln University. Retrieved from http://hdl.handle.net/10182/3949

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):

Tan, Chiu-Pih. “Balancing on ice: the implicit learning of tacit knowledge.” 2011. Thesis, Lincoln University. Accessed September 16, 2019. http://hdl.handle.net/10182/3949.

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

MLA Handbook (7th Edition):

Tan, Chiu-Pih. “Balancing on ice: the implicit learning of tacit knowledge.” 2011. Web. 16 Sep 2019.

Vancouver:

Tan C. Balancing on ice: the implicit learning of tacit knowledge. [Internet] [Thesis]. Lincoln University; 2011. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10182/3949.

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

Council of Science Editors:

Tan C. Balancing on ice: the implicit learning of tacit knowledge. [Thesis]. Lincoln University; 2011. Available from: http://hdl.handle.net/10182/3949

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


University of Illinois – Chicago

22. Osborn, Meredith. Formative Learning: Effects of Visualizing Neuroplasticity on Implicit Theories of Intelligence.

Degree: 2015, University of Illinois – Chicago

 Medical illustration traditionally evaluates a successful illustration based on the effectiveness of information transmission: did the audience learn the material? This study expands that view… (more)

Subjects/Keywords: medical illustration; implicit theory; visualization; learning theory; interactive learning

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APA (6th Edition):

Osborn, M. (2015). Formative Learning: Effects of Visualizing Neuroplasticity on Implicit Theories of Intelligence. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19564

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):

Osborn, Meredith. “Formative Learning: Effects of Visualizing Neuroplasticity on Implicit Theories of Intelligence.” 2015. Thesis, University of Illinois – Chicago. Accessed September 16, 2019. http://hdl.handle.net/10027/19564.

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

MLA Handbook (7th Edition):

Osborn, Meredith. “Formative Learning: Effects of Visualizing Neuroplasticity on Implicit Theories of Intelligence.” 2015. Web. 16 Sep 2019.

Vancouver:

Osborn M. Formative Learning: Effects of Visualizing Neuroplasticity on Implicit Theories of Intelligence. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10027/19564.

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

Council of Science Editors:

Osborn M. Formative Learning: Effects of Visualizing Neuroplasticity on Implicit Theories of Intelligence. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19564

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


UCLA

23. Burakowski, Lauren M. Characterization of Implicit Sequence Learning and the Influence of Individual Differences on Performance.

Degree: Psychology, 2014, UCLA

 This work aimed to understand the limits and capabilities of implicit sequence learning, or internalizing statistically-defined regularities in a stream of stimuli without awareness or… (more)

Subjects/Keywords: Developmental psychology; Cognitive psychology; implicit learning; individual differences; sequence learning; undergraduate

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APA (6th Edition):

Burakowski, L. M. (2014). Characterization of Implicit Sequence Learning and the Influence of Individual Differences on Performance. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2b40w07d

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):

Burakowski, Lauren M. “Characterization of Implicit Sequence Learning and the Influence of Individual Differences on Performance.” 2014. Thesis, UCLA. Accessed September 16, 2019. http://www.escholarship.org/uc/item/2b40w07d.

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

MLA Handbook (7th Edition):

Burakowski, Lauren M. “Characterization of Implicit Sequence Learning and the Influence of Individual Differences on Performance.” 2014. Web. 16 Sep 2019.

Vancouver:

Burakowski LM. Characterization of Implicit Sequence Learning and the Influence of Individual Differences on Performance. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Sep 16]. Available from: http://www.escholarship.org/uc/item/2b40w07d.

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

Council of Science Editors:

Burakowski LM. Characterization of Implicit Sequence Learning and the Influence of Individual Differences on Performance. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/2b40w07d

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


University of Cincinnati

24. Shekfeh, Marwa. MANILA: A Multi-Agent Framework for Emergent Associative Learning and Creativity in Social Networks.

Degree: PhD, Engineering and Applied Science: Computer Science and Engineering, 2017, University of Cincinnati

 Since the rise of social media and the emergence of group discussions and blogs, the study of human communities has become both more important and… (more)

Subjects/Keywords: Computer Science; Multi-Agent Systems; Implicit Learning; Learning; Creativity; Social Networks

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APA (6th Edition):

Shekfeh, M. (2017). MANILA: A Multi-Agent Framework for Emergent Associative Learning and Creativity in Social Networks. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511861383686974

Chicago Manual of Style (16th Edition):

Shekfeh, Marwa. “MANILA: A Multi-Agent Framework for Emergent Associative Learning and Creativity in Social Networks.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed September 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511861383686974.

MLA Handbook (7th Edition):

Shekfeh, Marwa. “MANILA: A Multi-Agent Framework for Emergent Associative Learning and Creativity in Social Networks.” 2017. Web. 16 Sep 2019.

Vancouver:

Shekfeh M. MANILA: A Multi-Agent Framework for Emergent Associative Learning and Creativity in Social Networks. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2019 Sep 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511861383686974.

Council of Science Editors:

Shekfeh M. MANILA: A Multi-Agent Framework for Emergent Associative Learning and Creativity in Social Networks. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511861383686974


University of Victoria

25. Luehr, Stephen J.C. Learning without feedback: detection, quantification and implications of implicit learning.

Degree: Interdisciplinary Graduate Program, 2018, University of Victoria

 Mounting evidence has suggested that structures such as the anterior cingulate cortex (ACC) and other areas within the medial-frontal cortex are part of a reinforcement… (more)

Subjects/Keywords: neuroscience; electroencephalography; event-related potentials; learning; trial-by-trial; implicit learning

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APA (6th Edition):

Luehr, S. J. C. (2018). Learning without feedback: detection, quantification and implications of implicit learning. (Masters Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/10031

Chicago Manual of Style (16th Edition):

Luehr, Stephen J C. “Learning without feedback: detection, quantification and implications of implicit learning.” 2018. Masters Thesis, University of Victoria. Accessed September 16, 2019. https://dspace.library.uvic.ca//handle/1828/10031.

MLA Handbook (7th Edition):

Luehr, Stephen J C. “Learning without feedback: detection, quantification and implications of implicit learning.” 2018. Web. 16 Sep 2019.

Vancouver:

Luehr SJC. Learning without feedback: detection, quantification and implications of implicit learning. [Internet] [Masters thesis]. University of Victoria; 2018. [cited 2019 Sep 16]. Available from: https://dspace.library.uvic.ca//handle/1828/10031.

Council of Science Editors:

Luehr SJC. Learning without feedback: detection, quantification and implications of implicit learning. [Masters Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/10031


Washington State University

26. [No author]. Multimodal Implicit Learning in a Simulated Real-World Environment .

Degree: 2011, Washington State University

 A debate exists concerning the source of performance decrements observed in the literature during implicit learning of multimodal compared to unimodal sequences. Some authors argue… (more)

Subjects/Keywords: Psychology; Artificial grammar learning; Dual-task; Implicit learning; Multimodal

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APA (6th Edition):

author], [. (2011). Multimodal Implicit Learning in a Simulated Real-World Environment . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/3005

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):

author], [No. “Multimodal Implicit Learning in a Simulated Real-World Environment .” 2011. Thesis, Washington State University. Accessed September 16, 2019. http://hdl.handle.net/2376/3005.

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

MLA Handbook (7th Edition):

author], [No. “Multimodal Implicit Learning in a Simulated Real-World Environment .” 2011. Web. 16 Sep 2019.

Vancouver:

author] [. Multimodal Implicit Learning in a Simulated Real-World Environment . [Internet] [Thesis]. Washington State University; 2011. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2376/3005.

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

Council of Science Editors:

author] [. Multimodal Implicit Learning in a Simulated Real-World Environment . [Thesis]. Washington State University; 2011. Available from: http://hdl.handle.net/2376/3005

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


University of Illinois – Urbana-Champaign

27. Anderson, Nathaniel David. Implicit learning of phonotactics: an example of pure associative learning?.

Degree: MA, Psychology, 2015, University of Illinois – Urbana-Champaign

 In order to study the processes of implicit learning in speech production, research participants were exposed to sequences of nonsense syllables which obeyed artificial phonotactic… (more)

Subjects/Keywords: phonotactics; associative learning; implicit learning; speech production; speech errors; phonology

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APA (6th Edition):

Anderson, N. D. (2015). Implicit learning of phonotactics: an example of pure associative learning?. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78458

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):

Anderson, Nathaniel David. “Implicit learning of phonotactics: an example of pure associative learning?.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed September 16, 2019. http://hdl.handle.net/2142/78458.

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

MLA Handbook (7th Edition):

Anderson, Nathaniel David. “Implicit learning of phonotactics: an example of pure associative learning?.” 2015. Web. 16 Sep 2019.

Vancouver:

Anderson ND. Implicit learning of phonotactics: an example of pure associative learning?. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2142/78458.

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

Council of Science Editors:

Anderson ND. Implicit learning of phonotactics: an example of pure associative learning?. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78458

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


University of Connecticut

28. Mayo, Jessica. Intact Statistical Word Learning in Autism Spectrum Disorders.

Degree: MS, Psychology, 2011, University of Connecticut

  Individuals with Autism Spectrum Disorders (ASD) have impairments in language acquisition, but the underlying mechanism of these deficits is poorly understood. Implicit learning appears… (more)

Subjects/Keywords: autism; language; implicit learning; statistical learning; speech segmentation

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APA (6th Edition):

Mayo, J. (2011). Intact Statistical Word Learning in Autism Spectrum Disorders. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/181

Chicago Manual of Style (16th Edition):

Mayo, Jessica. “Intact Statistical Word Learning in Autism Spectrum Disorders.” 2011. Masters Thesis, University of Connecticut. Accessed September 16, 2019. https://opencommons.uconn.edu/gs_theses/181.

MLA Handbook (7th Edition):

Mayo, Jessica. “Intact Statistical Word Learning in Autism Spectrum Disorders.” 2011. Web. 16 Sep 2019.

Vancouver:

Mayo J. Intact Statistical Word Learning in Autism Spectrum Disorders. [Internet] [Masters thesis]. University of Connecticut; 2011. [cited 2019 Sep 16]. Available from: https://opencommons.uconn.edu/gs_theses/181.

Council of Science Editors:

Mayo J. Intact Statistical Word Learning in Autism Spectrum Disorders. [Masters Thesis]. University of Connecticut; 2011. Available from: https://opencommons.uconn.edu/gs_theses/181


University of Manitoba

29. Duna, Kayla. Auditory and visual cues in sequence learning: comparing typically developing children and adults.

Degree: Kinesiology and Recreation Management, 2016, University of Manitoba

 One of the many ways learning can be achieved is through implicit learning. The current study explored the effect of vision and the combination of… (more)

Subjects/Keywords: Auditory; Visual; Children; Adults; Implicit learning; Sequence learning

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APA (6th Edition):

Duna, K. (2016). Auditory and visual cues in sequence learning: comparing typically developing children and adults. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/31756

Chicago Manual of Style (16th Edition):

Duna, Kayla. “Auditory and visual cues in sequence learning: comparing typically developing children and adults.” 2016. Masters Thesis, University of Manitoba. Accessed September 16, 2019. http://hdl.handle.net/1993/31756.

MLA Handbook (7th Edition):

Duna, Kayla. “Auditory and visual cues in sequence learning: comparing typically developing children and adults.” 2016. Web. 16 Sep 2019.

Vancouver:

Duna K. Auditory and visual cues in sequence learning: comparing typically developing children and adults. [Internet] [Masters thesis]. University of Manitoba; 2016. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1993/31756.

Council of Science Editors:

Duna K. Auditory and visual cues in sequence learning: comparing typically developing children and adults. [Masters Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/31756


Kent State University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Graham, Erin Nicole. “The Role of Implicit Priming in the Acquisition and Processing of Complex Semantic Categories.” 2019. Masters Thesis, Kent State University. Accessed September 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1559132722298381.

MLA Handbook (7th Edition):

Graham, Erin Nicole. “The Role of Implicit Priming in the Acquisition and Processing of Complex Semantic Categories.” 2019. Web. 16 Sep 2019.

Vancouver:

Graham EN. The Role of Implicit Priming in the Acquisition and Processing of Complex Semantic Categories. [Internet] [Masters thesis]. Kent State University; 2019. [cited 2019 Sep 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1559132722298381.

Council of Science Editors:

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

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