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You searched for subject:(Judgment of learning). Showing records 1 – 15 of 15 total matches.

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University of Pennsylvania

1. Jeong, Jeein. Young Children’s Understanding Of Learning And Its Relation To Their Own Learning.

Degree: 2018, University of Pennsylvania

 The current dissertation examines how young children aged from 3 to 6 years come to understand learning from a mentalistic perspective, and how this understanding… (more)

Subjects/Keywords: Judgment of learning; Metacognition; Understanding of learning; Young children’s learning; Developmental Psychology; Education; Educational Psychology

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APA (6th Edition):

Jeong, J. (2018). Young Children’s Understanding Of Learning And Its Relation To Their Own Learning. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/2989

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):

Jeong, Jeein. “Young Children’s Understanding Of Learning And Its Relation To Their Own Learning.” 2018. Thesis, University of Pennsylvania. Accessed October 17, 2019. https://repository.upenn.edu/edissertations/2989.

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

MLA Handbook (7th Edition):

Jeong, Jeein. “Young Children’s Understanding Of Learning And Its Relation To Their Own Learning.” 2018. Web. 17 Oct 2019.

Vancouver:

Jeong J. Young Children’s Understanding Of Learning And Its Relation To Their Own Learning. [Internet] [Thesis]. University of Pennsylvania; 2018. [cited 2019 Oct 17]. Available from: https://repository.upenn.edu/edissertations/2989.

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

Council of Science Editors:

Jeong J. Young Children’s Understanding Of Learning And Its Relation To Their Own Learning. [Thesis]. University of Pennsylvania; 2018. Available from: https://repository.upenn.edu/edissertations/2989

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


UCLA

2. Blake, Adam Bradley. Factors That Influence Metacognitive Judgments: Effects at Encoding, in the Presence of Diagnostic Cues, and After Incidental Encoding.

Degree: Psychology, 2018, UCLA

 People prefer methods that involve subjectively easier and faster processing fluency, and emphasize performance when making judgments about their learning. Studying cue-target pairs feels much… (more)

Subjects/Keywords: Cognitive psychology; everyday attention; judgment of learning; memory; metamemory

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APA (6th Edition):

Blake, A. B. (2018). Factors That Influence Metacognitive Judgments: Effects at Encoding, in the Presence of Diagnostic Cues, and After Incidental Encoding. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/7d71z5kj

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):

Blake, Adam Bradley. “Factors That Influence Metacognitive Judgments: Effects at Encoding, in the Presence of Diagnostic Cues, and After Incidental Encoding.” 2018. Thesis, UCLA. Accessed October 17, 2019. http://www.escholarship.org/uc/item/7d71z5kj.

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

MLA Handbook (7th Edition):

Blake, Adam Bradley. “Factors That Influence Metacognitive Judgments: Effects at Encoding, in the Presence of Diagnostic Cues, and After Incidental Encoding.” 2018. Web. 17 Oct 2019.

Vancouver:

Blake AB. Factors That Influence Metacognitive Judgments: Effects at Encoding, in the Presence of Diagnostic Cues, and After Incidental Encoding. [Internet] [Thesis]. UCLA; 2018. [cited 2019 Oct 17]. Available from: http://www.escholarship.org/uc/item/7d71z5kj.

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

Council of Science Editors:

Blake AB. Factors That Influence Metacognitive Judgments: Effects at Encoding, in the Presence of Diagnostic Cues, and After Incidental Encoding. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/7d71z5kj

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


Freie Universität Berlin

3. Vössing, Julia. Adaptives E-Learning: Ein Metakognitiver Ansatz.

Degree: 2016, Freie Universität Berlin

 Die vorliegende Dissertation zeigt Arbeiten, die mit Hilfe eines metakognitiven Ansatzes zu einer weiteren Verbesserung von E-Learning beitragen. Das wissenschaftliche Interesse zur Nutzung von metakognitiven… (more)

Subjects/Keywords: e-learning; judgment of learning; metacomprehension accuracy; computer-supported learning; 100 Philosophie und Psychologie::150 Psychologie::150 Psychologie

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APA (6th Edition):

Vössing, J. (2016). Adaptives E-Learning: Ein Metakognitiver Ansatz. (Thesis). Freie Universität Berlin. Retrieved from http://dx.doi.org/10.17169/refubium-11973

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):

Vössing, Julia. “Adaptives E-Learning: Ein Metakognitiver Ansatz.” 2016. Thesis, Freie Universität Berlin. Accessed October 17, 2019. http://dx.doi.org/10.17169/refubium-11973.

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

MLA Handbook (7th Edition):

Vössing, Julia. “Adaptives E-Learning: Ein Metakognitiver Ansatz.” 2016. Web. 17 Oct 2019.

Vancouver:

Vössing J. Adaptives E-Learning: Ein Metakognitiver Ansatz. [Internet] [Thesis]. Freie Universität Berlin; 2016. [cited 2019 Oct 17]. Available from: http://dx.doi.org/10.17169/refubium-11973.

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

Council of Science Editors:

Vössing J. Adaptives E-Learning: Ein Metakognitiver Ansatz. [Thesis]. Freie Universität Berlin; 2016. Available from: http://dx.doi.org/10.17169/refubium-11973

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


Universidade do Rio Grande do Sul

4. Silva, Silas Ferraz da. Metacompreensão da leitura : um estudo da competência e compreensão da leitura em alunos do ensino fundamental.

Degree: 2012, Universidade do Rio Grande do Sul

Este trabalho objetivou verificar a relação entre a compreensão da leitura e alguns dos processos envolvidos no ato de ler, tais como: a competência de… (more)

Subjects/Keywords: Reading; Professor; Reading comprehension; Ensino fundamental; Metacognição; Metacomprehension strategies; Leitura; Judgment of learning

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APA (6th Edition):

Silva, S. F. d. (2012). Metacompreensão da leitura : um estudo da competência e compreensão da leitura em alunos do ensino fundamental. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/60403

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):

Silva, Silas Ferraz da. “Metacompreensão da leitura : um estudo da competência e compreensão da leitura em alunos do ensino fundamental.” 2012. Thesis, Universidade do Rio Grande do Sul. Accessed October 17, 2019. http://hdl.handle.net/10183/60403.

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

MLA Handbook (7th Edition):

Silva, Silas Ferraz da. “Metacompreensão da leitura : um estudo da competência e compreensão da leitura em alunos do ensino fundamental.” 2012. Web. 17 Oct 2019.

Vancouver:

Silva SFd. Metacompreensão da leitura : um estudo da competência e compreensão da leitura em alunos do ensino fundamental. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2012. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10183/60403.

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

Council of Science Editors:

Silva SFd. Metacompreensão da leitura : um estudo da competência e compreensão da leitura em alunos do ensino fundamental. [Thesis]. Universidade do Rio Grande do Sul; 2012. Available from: http://hdl.handle.net/10183/60403

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


University of Minnesota

5. O'Brien, Kathryn. Remembering to Remember: Metamemory Judgments of Prospective Memory after Traumatic Brain Injury.

Degree: PhD, Speech-Language-Hearing Sciences, 2016, University of Minnesota

 Background: Impairments to prospective memory (PM) are ubiquitous after traumatic brain injury (TBI). PM is remembering to complete an intention at a future time –… (more)

Subjects/Keywords: Cognitive Rehabilitation; Judgment of Learning; Metacognition; Metamemory; Prospective Memory; Traumatic Brain Injury

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APA (6th Edition):

O'Brien, K. (2016). Remembering to Remember: Metamemory Judgments of Prospective Memory after Traumatic Brain Injury. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/182172

Chicago Manual of Style (16th Edition):

O'Brien, Kathryn. “Remembering to Remember: Metamemory Judgments of Prospective Memory after Traumatic Brain Injury.” 2016. Doctoral Dissertation, University of Minnesota. Accessed October 17, 2019. http://hdl.handle.net/11299/182172.

MLA Handbook (7th Edition):

O'Brien, Kathryn. “Remembering to Remember: Metamemory Judgments of Prospective Memory after Traumatic Brain Injury.” 2016. Web. 17 Oct 2019.

Vancouver:

O'Brien K. Remembering to Remember: Metamemory Judgments of Prospective Memory after Traumatic Brain Injury. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/11299/182172.

Council of Science Editors:

O'Brien K. Remembering to Remember: Metamemory Judgments of Prospective Memory after Traumatic Brain Injury. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/182172


Brigham Young University

6. Jones, Brian Lindley. Developmental Math Students' Calibrated Judgments of Learning.

Degree: MS, 2016, Brigham Young University

 Calibrated Judgments of Learning (CJOL) represent the degree to which students' judgments of learning (JOL) relate to their actual learning. Although a substantial amount of… (more)

Subjects/Keywords: judgment of learning; calibration; metacognitive judgments; metacognitive monitoring; self-regulation; developmental math; Educational Psychology

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APA (6th Edition):

Jones, B. L. (2016). Developmental Math Students' Calibrated Judgments of Learning. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6994&context=etd

Chicago Manual of Style (16th Edition):

Jones, Brian Lindley. “Developmental Math Students' Calibrated Judgments of Learning.” 2016. Masters Thesis, Brigham Young University. Accessed October 17, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6994&context=etd.

MLA Handbook (7th Edition):

Jones, Brian Lindley. “Developmental Math Students' Calibrated Judgments of Learning.” 2016. Web. 17 Oct 2019.

Vancouver:

Jones BL. Developmental Math Students' Calibrated Judgments of Learning. [Internet] [Masters thesis]. Brigham Young University; 2016. [cited 2019 Oct 17]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6994&context=etd.

Council of Science Editors:

Jones BL. Developmental Math Students' Calibrated Judgments of Learning. [Masters Thesis]. Brigham Young University; 2016. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6994&context=etd


Michigan State University

7. Mullally, Carolyn Walczynski. The effects of exposure time on the error of central tendency in judgment.

Degree: MA, Dept. of Psychology, 1967, Michigan State University

Subjects/Keywords: Regression (Psychology); Judgment; Learning, Psychology of

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APA (6th Edition):

Mullally, C. W. (1967). The effects of exposure time on the error of central tendency in judgment. (Masters Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:11748

Chicago Manual of Style (16th Edition):

Mullally, Carolyn Walczynski. “The effects of exposure time on the error of central tendency in judgment.” 1967. Masters Thesis, Michigan State University. Accessed October 17, 2019. http://etd.lib.msu.edu/islandora/object/etd:11748.

MLA Handbook (7th Edition):

Mullally, Carolyn Walczynski. “The effects of exposure time on the error of central tendency in judgment.” 1967. Web. 17 Oct 2019.

Vancouver:

Mullally CW. The effects of exposure time on the error of central tendency in judgment. [Internet] [Masters thesis]. Michigan State University; 1967. [cited 2019 Oct 17]. Available from: http://etd.lib.msu.edu/islandora/object/etd:11748.

Council of Science Editors:

Mullally CW. The effects of exposure time on the error of central tendency in judgment. [Masters Thesis]. Michigan State University; 1967. Available from: http://etd.lib.msu.edu/islandora/object/etd:11748

8. Akdogan, Elçin. Exploration de la régulation stratégique lors de la récupération mnésique et du potentiel mnésique de l’évaluation lors de l’apprentissage : implications pour la compréhension des troubles de la mémoire dans la schizophrénie : Strategic regulation in memory reporting and the mnemonic potential of judgements-of-learning : implication in the understanding of memory disturbances in schizophrenia.

Degree: Docteur es, Neurosciences, 2014, Université de Strasbourg

La schizophrénie s’accompagne de troubles de mémoire limitant les possibilités d’insertion socio-professionnelle des patients en souffrant. La métamémoire concerne un savoir sur son propre savoir.… (more)

Subjects/Keywords: Métacognition; Métamémoire; Mémoire; Schizophrénie; Revalidation; Jugement de confiance; Jugement d’apprentissage; Metacognition; Metamemory; Memory; Schizophrenia; Rehabilitation; Confidence level; Judgment of learning; 616.8

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APA (6th Edition):

Akdogan, E. (2014). Exploration de la régulation stratégique lors de la récupération mnésique et du potentiel mnésique de l’évaluation lors de l’apprentissage : implications pour la compréhension des troubles de la mémoire dans la schizophrénie : Strategic regulation in memory reporting and the mnemonic potential of judgements-of-learning : implication in the understanding of memory disturbances in schizophrenia. (Doctoral Dissertation). Université de Strasbourg. Retrieved from http://www.theses.fr/2014STRAJ021

Chicago Manual of Style (16th Edition):

Akdogan, Elçin. “Exploration de la régulation stratégique lors de la récupération mnésique et du potentiel mnésique de l’évaluation lors de l’apprentissage : implications pour la compréhension des troubles de la mémoire dans la schizophrénie : Strategic regulation in memory reporting and the mnemonic potential of judgements-of-learning : implication in the understanding of memory disturbances in schizophrenia.” 2014. Doctoral Dissertation, Université de Strasbourg. Accessed October 17, 2019. http://www.theses.fr/2014STRAJ021.

MLA Handbook (7th Edition):

Akdogan, Elçin. “Exploration de la régulation stratégique lors de la récupération mnésique et du potentiel mnésique de l’évaluation lors de l’apprentissage : implications pour la compréhension des troubles de la mémoire dans la schizophrénie : Strategic regulation in memory reporting and the mnemonic potential of judgements-of-learning : implication in the understanding of memory disturbances in schizophrenia.” 2014. Web. 17 Oct 2019.

Vancouver:

Akdogan E. Exploration de la régulation stratégique lors de la récupération mnésique et du potentiel mnésique de l’évaluation lors de l’apprentissage : implications pour la compréhension des troubles de la mémoire dans la schizophrénie : Strategic regulation in memory reporting and the mnemonic potential of judgements-of-learning : implication in the understanding of memory disturbances in schizophrenia. [Internet] [Doctoral dissertation]. Université de Strasbourg; 2014. [cited 2019 Oct 17]. Available from: http://www.theses.fr/2014STRAJ021.

Council of Science Editors:

Akdogan E. Exploration de la régulation stratégique lors de la récupération mnésique et du potentiel mnésique de l’évaluation lors de l’apprentissage : implications pour la compréhension des troubles de la mémoire dans la schizophrénie : Strategic regulation in memory reporting and the mnemonic potential of judgements-of-learning : implication in the understanding of memory disturbances in schizophrenia. [Doctoral Dissertation]. Université de Strasbourg; 2014. Available from: http://www.theses.fr/2014STRAJ021


University College Cork

9. Ou, Yangxiao. Reflective judgment vs. investigation of things – a comparative study of Kant and Zhu Xi.

Degree: 2016, University College Cork

 This thesis is devoted to studying two historical philosophical events that happened in the West and the East. A metaphysical crisis stimulated Kant’s writings during… (more)

Subjects/Keywords: Kant; Teleology; Zhu Xi; Neo-Confucianism; Dilthey; Metaethics; Reflective judgment; Gewu; Investigation of things; Hermeneutic mechanism; Critique of judgment; The great learning; Chinese hermeneutics; Comparative philosophy; Metholody of comparative philosophy; The supersensible; Metaphysical quest; Li; Principle; Purpose

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APA (6th Edition):

Ou, Y. (2016). Reflective judgment vs. investigation of things – a comparative study of Kant and Zhu Xi. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/3268

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):

Ou, Yangxiao. “Reflective judgment vs. investigation of things – a comparative study of Kant and Zhu Xi.” 2016. Thesis, University College Cork. Accessed October 17, 2019. http://hdl.handle.net/10468/3268.

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

MLA Handbook (7th Edition):

Ou, Yangxiao. “Reflective judgment vs. investigation of things – a comparative study of Kant and Zhu Xi.” 2016. Web. 17 Oct 2019.

Vancouver:

Ou Y. Reflective judgment vs. investigation of things – a comparative study of Kant and Zhu Xi. [Internet] [Thesis]. University College Cork; 2016. [cited 2019 Oct 17]. Available from: http://hdl.handle.net/10468/3268.

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

Council of Science Editors:

Ou Y. Reflective judgment vs. investigation of things – a comparative study of Kant and Zhu Xi. [Thesis]. University College Cork; 2016. Available from: http://hdl.handle.net/10468/3268

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


University of Florida

10. Zhao, Qin. Judgmental Anchoring and Adjustment in Metacomprehension.

Degree: PhD, Educational Psychology, 2008, University of Florida

 I conducted two experiments to test several hypotheses derived from the Anchoring and Adjustment Model of Metacomprehension Judgment (Zhao & Linderholm, 2008): (a) Making metacomprehension… (more)

Subjects/Keywords: Affirmative action; Fall lines; Focalism; Grade levels; Judgment; Learning; Reading ability; Reading comprehension; Self perception; Student evaluation of teacher performance; adjustment, anchoring, judgment, metacomprehension

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APA (6th Edition):

Zhao, Q. (2008). Judgmental Anchoring and Adjustment in Metacomprehension. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0022325

Chicago Manual of Style (16th Edition):

Zhao, Qin. “Judgmental Anchoring and Adjustment in Metacomprehension.” 2008. Doctoral Dissertation, University of Florida. Accessed October 17, 2019. http://ufdc.ufl.edu/UFE0022325.

MLA Handbook (7th Edition):

Zhao, Qin. “Judgmental Anchoring and Adjustment in Metacomprehension.” 2008. Web. 17 Oct 2019.

Vancouver:

Zhao Q. Judgmental Anchoring and Adjustment in Metacomprehension. [Internet] [Doctoral dissertation]. University of Florida; 2008. [cited 2019 Oct 17]. Available from: http://ufdc.ufl.edu/UFE0022325.

Council of Science Editors:

Zhao Q. Judgmental Anchoring and Adjustment in Metacomprehension. [Doctoral Dissertation]. University of Florida; 2008. Available from: http://ufdc.ufl.edu/UFE0022325

11. Thuaire, Flavien. Les processus d'évaluation et de régulation de l'apprentissage : psychopathologie cognitive de la schizophrénie et études préliminaires auprès de participants sains : no title available.

Degree: Docteur es, Psychologie, 2013, Université Blaise-Pascale, Clermont-Ferrand II

La schizophrénie est caractérisée par un ensemble de symptômes positifs et négatifs ainsi que par des déficits cognitifs dont les éléments les plus handicapants sont… (more)

Subjects/Keywords: Schizophrénie; Métamémoire; Auto-évaluation; Autorégulation; Ressources cognitives; Indices intrinsèques; Indices extrinsèques; Jugement d’apprentissage; Allocation de temps d’étude; Schizophrenia; Metamemory; Monitoring; Control; Cognitive resources; Intrinsic cues; Extrinsic cues; Judgment of Learning (JOL); Study time allocation; 616.89

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APA (6th Edition):

Thuaire, F. (2013). Les processus d'évaluation et de régulation de l'apprentissage : psychopathologie cognitive de la schizophrénie et études préliminaires auprès de participants sains : no title available. (Doctoral Dissertation). Université Blaise-Pascale, Clermont-Ferrand II. Retrieved from http://www.theses.fr/2013CLF20026

Chicago Manual of Style (16th Edition):

Thuaire, Flavien. “Les processus d'évaluation et de régulation de l'apprentissage : psychopathologie cognitive de la schizophrénie et études préliminaires auprès de participants sains : no title available.” 2013. Doctoral Dissertation, Université Blaise-Pascale, Clermont-Ferrand II. Accessed October 17, 2019. http://www.theses.fr/2013CLF20026.

MLA Handbook (7th Edition):

Thuaire, Flavien. “Les processus d'évaluation et de régulation de l'apprentissage : psychopathologie cognitive de la schizophrénie et études préliminaires auprès de participants sains : no title available.” 2013. Web. 17 Oct 2019.

Vancouver:

Thuaire F. Les processus d'évaluation et de régulation de l'apprentissage : psychopathologie cognitive de la schizophrénie et études préliminaires auprès de participants sains : no title available. [Internet] [Doctoral dissertation]. Université Blaise-Pascale, Clermont-Ferrand II; 2013. [cited 2019 Oct 17]. Available from: http://www.theses.fr/2013CLF20026.

Council of Science Editors:

Thuaire F. Les processus d'évaluation et de régulation de l'apprentissage : psychopathologie cognitive de la schizophrénie et études préliminaires auprès de participants sains : no title available. [Doctoral Dissertation]. Université Blaise-Pascale, Clermont-Ferrand II; 2013. Available from: http://www.theses.fr/2013CLF20026


Miami University

12. Rao, Ruchita. Effects of Training in Vocalises on Singing Performance.

Degree: MA, Speech Pathology and Audiology, 2005, Miami University

 Motor learning literature demonstrates that training in a specific motor movement can improve performance for that movement and other similar tasks. Vocalises are exercises used… (more)

Subjects/Keywords: Health Sciences, Speech Pathology; vocalise; singing performance; motor learning; motor learning theories; transfer of learning; vocal pedagogy; sight-singing; pitch accuracy; rhythm accuracy; perceptual judgment; Visual Analog Scale.

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APA (6th Edition):

Rao, R. (2005). Effects of Training in Vocalises on Singing Performance. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1122580181

Chicago Manual of Style (16th Edition):

Rao, Ruchita. “Effects of Training in Vocalises on Singing Performance.” 2005. Masters Thesis, Miami University. Accessed October 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1122580181.

MLA Handbook (7th Edition):

Rao, Ruchita. “Effects of Training in Vocalises on Singing Performance.” 2005. Web. 17 Oct 2019.

Vancouver:

Rao R. Effects of Training in Vocalises on Singing Performance. [Internet] [Masters thesis]. Miami University; 2005. [cited 2019 Oct 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1122580181.

Council of Science Editors:

Rao R. Effects of Training in Vocalises on Singing Performance. [Masters Thesis]. Miami University; 2005. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1122580181


University of Florida

13. Nickols, Shirley Ann, 1928-. A study of the additivity of variables influencing conformity.

Degree: 1964, University of Florida

Subjects/Keywords: Ambiguity; Analysis of variance; Conformity; Group size; Judgment; Material properties; Personal property; Prior learning; Questionnaires; Standard deviation; Conformity; Psychology thesis Ph. D

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APA (6th Edition):

Nickols, Shirley Ann, 1. (1964). A study of the additivity of variables influencing conformity. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00036920

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):

Nickols, Shirley Ann, 1928-. “A study of the additivity of variables influencing conformity.” 1964. Thesis, University of Florida. Accessed October 17, 2019. http://ufdc.ufl.edu/AA00036920.

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

MLA Handbook (7th Edition):

Nickols, Shirley Ann, 1928-. “A study of the additivity of variables influencing conformity.” 1964. Web. 17 Oct 2019.

Vancouver:

Nickols, Shirley Ann 1. A study of the additivity of variables influencing conformity. [Internet] [Thesis]. University of Florida; 1964. [cited 2019 Oct 17]. Available from: http://ufdc.ufl.edu/AA00036920.

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

Council of Science Editors:

Nickols, Shirley Ann 1. A study of the additivity of variables influencing conformity. [Thesis]. University of Florida; 1964. Available from: http://ufdc.ufl.edu/AA00036920

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


University of Florida

14. Sweet, Janie Darlene, 1950- ( Dissertant ). A method of assessing Jungian psychological type development in a high school student sample.

Degree: 1981, University of Florida

A Discrepancy Index designed to indicate the level of

Subjects/Keywords: Academic grades; Developmental psychology; Dominant functions; High school students; Learning; Moral judgment; Psychological assessment; Psychological research; Psychology; Students; Foundations of Education thesis Ph. D; High school students  – Psychology; Typology (Psychology)

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

APA (6th Edition):

Sweet, Janie Darlene, 1. (. D. ). (1981). A method of assessing Jungian psychological type development in a high school student sample. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UF00099100

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):

Sweet, Janie Darlene, 1950- ( Dissertant ). “A method of assessing Jungian psychological type development in a high school student sample.” 1981. Thesis, University of Florida. Accessed October 17, 2019. http://ufdc.ufl.edu/UF00099100.

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

MLA Handbook (7th Edition):

Sweet, Janie Darlene, 1950- ( Dissertant ). “A method of assessing Jungian psychological type development in a high school student sample.” 1981. Web. 17 Oct 2019.

Vancouver:

Sweet, Janie Darlene 1(D). A method of assessing Jungian psychological type development in a high school student sample. [Internet] [Thesis]. University of Florida; 1981. [cited 2019 Oct 17]. Available from: http://ufdc.ufl.edu/UF00099100.

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

Council of Science Editors:

Sweet, Janie Darlene 1(D). A method of assessing Jungian psychological type development in a high school student sample. [Thesis]. University of Florida; 1981. Available from: http://ufdc.ufl.edu/UF00099100

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


University of Guelph

15. Houde, Sebastien. The Application of the Mindfulness Framework to the Study of Intercultural Competence .

Degree: 2014, University of Guelph

 Although a growing body of evidence has looked at the beneficial impact of mindfulness practice in a number of domains (e.g., improvement of mental health… (more)

Subjects/Keywords: mindfulness; culture; cultural competence; intercultural competence; intercultural skills; mindful; mindfulness practice; mindless; cultural intelligence; mechanism of action; mechanism; intercultural training; cross-cultural training; cultural sensitivity; learning culture; mindful leadership; expatriation; intercultural adaptation; cultural adaptation; international assignment; cross-cultural expertise; workforce diversity; international management; global business management; cross-cultural interaction; cultural empathy; universality; diversity; universal attitude; intercultural effectiveness; cross-cultural effectiveness; foreign assignment; personel selection; training; training and development; cultural sense-making; multicultural attitude; multicultural values; pluralistic values; pluralistic attitudes; intercultural adjustment; cross-cultural adjustment; awareness; cultural awareness; mindful awareness; FFMQ; five-factor mindfulness questionnaire; theoretical framework; mediation; structural equation modeling; relative weight analysis; relative importance analysis; present-focused; orientation to experience; exposure; psychological flexibility; cognitive flexibility; decentering; reperceiving; phenomenological attitude; shift in perspective; mechanisms of mindfulness; emotional flexibility; behavioral flexibility; rigidity; cultural flexibility; self-regulation; self-management; behavioral regulation; emotional regulation; self-compassion; authenticity; ethnocultural empathy; perspective-taking; stereotyping; stereotype; acceptance; value clarification; benefits of mindfulness; multicultural competence; multicultural skills; multicultural abilities; dispositional mindfulness; non-judgment; non-reactivity; reactivity; global worldview; cross-cultural adaptation; ethnocentric; cultural tolerance; ethnorelative; openness to experience; openness; universality-diversity orientation; relativistic appreciation; acceptance of cultural differences; cultural differences; cultural frame switching; non-judgmental; non-evaluative; cultural metacognition; metacognitive skill; cultural skills; cultural knowledge; acting with awareness; AAQ; frustration intolerance; discomfort intolerance; experiential avoidance; comfort with differences; emotion regulation; common humanity; unbiased; unbiased processing; positive psychology; five facet mindfulness questionnaire; experience questionnaire; frustration discomfort scale; universality-diversity scale; acceptance and action questionnaire; international compence; mindful organization; organizing framework; adaptive performance; cross-cultural performance

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

APA (6th Edition):

Houde, S. (2014). The Application of the Mindfulness Framework to the Study of Intercultural Competence . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251

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):

Houde, Sebastien. “The Application of the Mindfulness Framework to the Study of Intercultural Competence .” 2014. Thesis, University of Guelph. Accessed October 17, 2019. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251.

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

MLA Handbook (7th Edition):

Houde, Sebastien. “The Application of the Mindfulness Framework to the Study of Intercultural Competence .” 2014. Web. 17 Oct 2019.

Vancouver:

Houde S. The Application of the Mindfulness Framework to the Study of Intercultural Competence . [Internet] [Thesis]. University of Guelph; 2014. [cited 2019 Oct 17]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251.

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

Council of Science Editors:

Houde S. The Application of the Mindfulness Framework to the Study of Intercultural Competence . [Thesis]. University of Guelph; 2014. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251

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

.