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You searched for subject:(Learning Psychology of ). Showing records 1 – 30 of 10525 total matches.

[1] [2] [3] [4] [5] … [351]

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Massey University

1. Mansfield, Sharon. A case study of gifted visual-spatial learners : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Education, Massey University, New Zealand .

Degree: 2014, Massey University

 This thesis explores a group of learners who have exceptional visual-spatial abilities relative to their same age peers. These abilities give them the potential to… (more)

Subjects/Keywords: Gifted children; Education; Visual learning; Learning, Psychology of; Cognitive styles; Visual-spatial learners; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education

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APA (6th Edition):

Mansfield, S. (2014). A case study of gifted visual-spatial learners : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Education, Massey University, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/5758

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):

Mansfield, Sharon. “A case study of gifted visual-spatial learners : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Education, Massey University, New Zealand .” 2014. Thesis, Massey University. Accessed October 13, 2019. http://hdl.handle.net/10179/5758.

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

MLA Handbook (7th Edition):

Mansfield, Sharon. “A case study of gifted visual-spatial learners : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Education, Massey University, New Zealand .” 2014. Web. 13 Oct 2019.

Vancouver:

Mansfield S. A case study of gifted visual-spatial learners : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Education, Massey University, New Zealand . [Internet] [Thesis]. Massey University; 2014. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10179/5758.

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

Council of Science Editors:

Mansfield S. A case study of gifted visual-spatial learners : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Education, Massey University, New Zealand . [Thesis]. Massey University; 2014. Available from: http://hdl.handle.net/10179/5758

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


Massey University

2. Coates, Francis Colin. A study of the effect of hypnotic susceptibility on senior secondary school students taught by regular subject instruction or by an accelerated learning method.

Degree: MA, Psychology, 1993, Massey University

 In this study a Sixth Form Certificate class in Human Relations was taught by accelerated learning methods through the whole academic year. All students in… (more)

Subjects/Keywords: Psychology of learning; Educational acceleration; Hypnotic susceptibility; Learning

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APA (6th Edition):

Coates, F. C. (1993). A study of the effect of hypnotic susceptibility on senior secondary school students taught by regular subject instruction or by an accelerated learning method. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/13886

Chicago Manual of Style (16th Edition):

Coates, Francis Colin. “A study of the effect of hypnotic susceptibility on senior secondary school students taught by regular subject instruction or by an accelerated learning method.” 1993. Masters Thesis, Massey University. Accessed October 13, 2019. http://hdl.handle.net/10179/13886.

MLA Handbook (7th Edition):

Coates, Francis Colin. “A study of the effect of hypnotic susceptibility on senior secondary school students taught by regular subject instruction or by an accelerated learning method.” 1993. Web. 13 Oct 2019.

Vancouver:

Coates FC. A study of the effect of hypnotic susceptibility on senior secondary school students taught by regular subject instruction or by an accelerated learning method. [Internet] [Masters thesis]. Massey University; 1993. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10179/13886.

Council of Science Editors:

Coates FC. A study of the effect of hypnotic susceptibility on senior secondary school students taught by regular subject instruction or by an accelerated learning method. [Masters Thesis]. Massey University; 1993. Available from: http://hdl.handle.net/10179/13886


Massey University

3. Steffens, Stephen Frederick. Affect and memory : an investigation of a learning task that utilizes affect as an aid to memory.

Degree: PhD, Education, 1985, Massey University

 This thesis explored through experimental and correlational conditions the relationship of affect and memory. Some of the individual and situational factors that were associated with… (more)

Subjects/Keywords: Memory in children; Child psychology; Psychology of learning; Affect

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APA (6th Edition):

Steffens, S. F. (1985). Affect and memory : an investigation of a learning task that utilizes affect as an aid to memory. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/3599

Chicago Manual of Style (16th Edition):

Steffens, Stephen Frederick. “Affect and memory : an investigation of a learning task that utilizes affect as an aid to memory.” 1985. Doctoral Dissertation, Massey University. Accessed October 13, 2019. http://hdl.handle.net/10179/3599.

MLA Handbook (7th Edition):

Steffens, Stephen Frederick. “Affect and memory : an investigation of a learning task that utilizes affect as an aid to memory.” 1985. Web. 13 Oct 2019.

Vancouver:

Steffens SF. Affect and memory : an investigation of a learning task that utilizes affect as an aid to memory. [Internet] [Doctoral dissertation]. Massey University; 1985. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10179/3599.

Council of Science Editors:

Steffens SF. Affect and memory : an investigation of a learning task that utilizes affect as an aid to memory. [Doctoral Dissertation]. Massey University; 1985. Available from: http://hdl.handle.net/10179/3599


University of Canterbury

4. Grimley, M. Has digital culture really changed how learners think and learn?.

Degree: School of Educational Studies and Human Development, 2010, University of Canterbury

 It is important that educators understand the effect of digital immersion on their learners, especially if educational establishments, such as schools, are to keep pace… (more)

Subjects/Keywords: Field of Research::13 - Education::1303 - Specialist Studies in Education::130309 - Learning Sciences; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology

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APA (6th Edition):

Grimley, M. (2010). Has digital culture really changed how learners think and learn?. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4540

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):

Grimley, M. “Has digital culture really changed how learners think and learn?.” 2010. Thesis, University of Canterbury. Accessed October 13, 2019. http://hdl.handle.net/10092/4540.

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

MLA Handbook (7th Edition):

Grimley, M. “Has digital culture really changed how learners think and learn?.” 2010. Web. 13 Oct 2019.

Vancouver:

Grimley M. Has digital culture really changed how learners think and learn?. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10092/4540.

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

Council of Science Editors:

Grimley M. Has digital culture really changed how learners think and learn?. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/4540

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


University of Canterbury

5. Neumann E. Students' free studying after training with instructions about the mnemonic benefits of testing: Do students use self-testing spontaneously?.

Degree: 2014, University of Canterbury

 Testing has a powerful effect on long-term retention. We examined whether training with instructions about the mnemonic benefits of testing could lead to spontaneous use… (more)

Subjects/Keywords: Testing Effect; The Spontaneous Use of Self-testing; Learning Strategy; Metacognitive Awareness; Instruction and Training; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology

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APA (6th Edition):

E, N. (2014). Students' free studying after training with instructions about the mnemonic benefits of testing: Do students use self-testing spontaneously?. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/16519

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):

E, Neumann. “Students' free studying after training with instructions about the mnemonic benefits of testing: Do students use self-testing spontaneously?.” 2014. Thesis, University of Canterbury. Accessed October 13, 2019. http://hdl.handle.net/10092/16519.

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

MLA Handbook (7th Edition):

E, Neumann. “Students' free studying after training with instructions about the mnemonic benefits of testing: Do students use self-testing spontaneously?.” 2014. Web. 13 Oct 2019.

Vancouver:

E N. Students' free studying after training with instructions about the mnemonic benefits of testing: Do students use self-testing spontaneously?. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10092/16519.

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

Council of Science Editors:

E N. Students' free studying after training with instructions about the mnemonic benefits of testing: Do students use self-testing spontaneously?. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/16519

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


Massey University

6. Gordon, Toni-Larissa. Youth development through street-sports : an exploration of the relationship between learning styles and fear of failure.

Degree: MS, Psychology, 2015, Massey University

 Research has found that being involved with sports can be physically, psychologically and socially beneficial, especially during youth’s developmental years (Fraser-Thomas, Cote, & Deakin, 2005).… (more)

Subjects/Keywords: Fear of failure; Learning, Psychology of; Skateboarding; Bicycle motocross; BMX; Parkour; Street sports; Sports; Psychological aspects; Youth development

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APA (6th Edition):

Gordon, T. (2015). Youth development through street-sports : an exploration of the relationship between learning styles and fear of failure. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/7566

Chicago Manual of Style (16th Edition):

Gordon, Toni-Larissa. “Youth development through street-sports : an exploration of the relationship between learning styles and fear of failure.” 2015. Masters Thesis, Massey University. Accessed October 13, 2019. http://hdl.handle.net/10179/7566.

MLA Handbook (7th Edition):

Gordon, Toni-Larissa. “Youth development through street-sports : an exploration of the relationship between learning styles and fear of failure.” 2015. Web. 13 Oct 2019.

Vancouver:

Gordon T. Youth development through street-sports : an exploration of the relationship between learning styles and fear of failure. [Internet] [Masters thesis]. Massey University; 2015. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10179/7566.

Council of Science Editors:

Gordon T. Youth development through street-sports : an exploration of the relationship between learning styles and fear of failure. [Masters Thesis]. Massey University; 2015. Available from: http://hdl.handle.net/10179/7566


Massey University

7. McRae, Garth Cranston. Stimulus, effects attention and reading performance.

Degree: MA, applied psychology, 1976, Massey University

 This investigation reports an experimental study on the effects different stimulus characteristics have on attention and subsequent reading performance with "good" and "poor" readers. Forty… (more)

Subjects/Keywords: Reading  – Ability testing; New Zealand; Literacy; Learning of psychology

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APA (6th Edition):

McRae, G. C. (1976). Stimulus, effects attention and reading performance. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/13736

Chicago Manual of Style (16th Edition):

McRae, Garth Cranston. “Stimulus, effects attention and reading performance.” 1976. Masters Thesis, Massey University. Accessed October 13, 2019. http://hdl.handle.net/10179/13736.

MLA Handbook (7th Edition):

McRae, Garth Cranston. “Stimulus, effects attention and reading performance.” 1976. Web. 13 Oct 2019.

Vancouver:

McRae GC. Stimulus, effects attention and reading performance. [Internet] [Masters thesis]. Massey University; 1976. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10179/13736.

Council of Science Editors:

McRae GC. Stimulus, effects attention and reading performance. [Masters Thesis]. Massey University; 1976. Available from: http://hdl.handle.net/10179/13736


Massey University

8. Mbanga, Basil Adam. The learning process of access trainees : an investigation of study motives and strategies : a research report presented in partial fulfilment of the requirements for the degree of Master of Business Studies at Massey University .

Degree: 1989, Massey University

 The study applied Biggs' Study Process Questionnaire to the context of transition education in an investigation of the approaches, motivations to learn and strategies trainees… (more)

Subjects/Keywords: Motivation in education; Study skills; Learning, Psychology of

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APA (6th Edition):

Mbanga, B. A. (1989). The learning process of access trainees : an investigation of study motives and strategies : a research report presented in partial fulfilment of the requirements for the degree of Master of Business Studies at Massey University . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/10758

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):

Mbanga, Basil Adam. “The learning process of access trainees : an investigation of study motives and strategies : a research report presented in partial fulfilment of the requirements for the degree of Master of Business Studies at Massey University .” 1989. Thesis, Massey University. Accessed October 13, 2019. http://hdl.handle.net/10179/10758.

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

MLA Handbook (7th Edition):

Mbanga, Basil Adam. “The learning process of access trainees : an investigation of study motives and strategies : a research report presented in partial fulfilment of the requirements for the degree of Master of Business Studies at Massey University .” 1989. Web. 13 Oct 2019.

Vancouver:

Mbanga BA. The learning process of access trainees : an investigation of study motives and strategies : a research report presented in partial fulfilment of the requirements for the degree of Master of Business Studies at Massey University . [Internet] [Thesis]. Massey University; 1989. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10179/10758.

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

Council of Science Editors:

Mbanga BA. The learning process of access trainees : an investigation of study motives and strategies : a research report presented in partial fulfilment of the requirements for the degree of Master of Business Studies at Massey University . [Thesis]. Massey University; 1989. Available from: http://hdl.handle.net/10179/10758

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


Massey University

9. Hyett, Maureen Margaret. A trial of the effective lifelong learning inventory (ELLI) : a case study.

Degree: EdD (EdD), 2018, Massey University

 The purpose of education is to prepare learners for the world they are going to live in. Education should actively support learners to develop the… (more)

Subjects/Keywords: Education (Secondary); Aims and objectives; New Zealand; Case studies; Curricula; School improvement programs; Curriculum enrichment; Learning, Psychology of

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APA (6th Edition):

Hyett, M. M. (2018). A trial of the effective lifelong learning inventory (ELLI) : a case study. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/14892

Chicago Manual of Style (16th Edition):

Hyett, Maureen Margaret. “A trial of the effective lifelong learning inventory (ELLI) : a case study.” 2018. Doctoral Dissertation, Massey University. Accessed October 13, 2019. http://hdl.handle.net/10179/14892.

MLA Handbook (7th Edition):

Hyett, Maureen Margaret. “A trial of the effective lifelong learning inventory (ELLI) : a case study.” 2018. Web. 13 Oct 2019.

Vancouver:

Hyett MM. A trial of the effective lifelong learning inventory (ELLI) : a case study. [Internet] [Doctoral dissertation]. Massey University; 2018. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10179/14892.

Council of Science Editors:

Hyett MM. A trial of the effective lifelong learning inventory (ELLI) : a case study. [Doctoral Dissertation]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14892


University of Canterbury

10. Evans JR. Dispositions of elite-level Australian rugby coaches towards Game Sense: characteristics of their coaching habitus.

Degree: 2013, University of Canterbury

 Bourdieu's analytic concept of habitus has provided a valuable means of theorising coach development but is yet to be operationalised in empirical research. This article… (more)

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170114 - Sport and Exercise Psychology; Field of Research::13 - Education::1303 - Specialist Studies in Education::130309 - Learning Sciences; Field of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators

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APA (6th Edition):

JR, E. (2013). Dispositions of elite-level Australian rugby coaches towards Game Sense: characteristics of their coaching habitus. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15365

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):

JR, Evans. “Dispositions of elite-level Australian rugby coaches towards Game Sense: characteristics of their coaching habitus.” 2013. Thesis, University of Canterbury. Accessed October 13, 2019. http://hdl.handle.net/10092/15365.

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

MLA Handbook (7th Edition):

JR, Evans. “Dispositions of elite-level Australian rugby coaches towards Game Sense: characteristics of their coaching habitus.” 2013. Web. 13 Oct 2019.

Vancouver:

JR E. Dispositions of elite-level Australian rugby coaches towards Game Sense: characteristics of their coaching habitus. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10092/15365.

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

Council of Science Editors:

JR E. Dispositions of elite-level Australian rugby coaches towards Game Sense: characteristics of their coaching habitus. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/15365

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


Massey University

11. Little, Mary Barbara. Assessment and remediation of reading difficulties : an evaluation of the SPELD approach.

Degree: MA, Psychology, 1991, Massey University

 This thesis examines assessment and remediation of reading difficulties. A review of recent research on the skilled reading process, reading acquisition, and sources of difficulty… (more)

Subjects/Keywords: NZ Federation of Specific Learning Disabilities Associations; Reading  – Remedial teaching; Reading, Psychology of

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APA (6th Edition):

Little, M. B. (1991). Assessment and remediation of reading difficulties : an evaluation of the SPELD approach. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/10225

Chicago Manual of Style (16th Edition):

Little, Mary Barbara. “Assessment and remediation of reading difficulties : an evaluation of the SPELD approach.” 1991. Masters Thesis, Massey University. Accessed October 13, 2019. http://hdl.handle.net/10179/10225.

MLA Handbook (7th Edition):

Little, Mary Barbara. “Assessment and remediation of reading difficulties : an evaluation of the SPELD approach.” 1991. Web. 13 Oct 2019.

Vancouver:

Little MB. Assessment and remediation of reading difficulties : an evaluation of the SPELD approach. [Internet] [Masters thesis]. Massey University; 1991. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10179/10225.

Council of Science Editors:

Little MB. Assessment and remediation of reading difficulties : an evaluation of the SPELD approach. [Masters Thesis]. Massey University; 1991. Available from: http://hdl.handle.net/10179/10225


Massey University

12. Latimer, Margaret Anne. The learning and transfer of science process skills in New Zealand secondary school distance education : a thesis presented in partial fulfilment of the requirements for the degree Master in Education, Massey University, Palmerston North .

Degree: 1998, Massey University

 This study investigates whether the science process skills of processing and interpreting scientific information, carrying out an investigation, communicating information and using information can be… (more)

Subjects/Keywords: New Zealand; Science  – Study and teaching (Secondary); Psychology of learning; Transfer of training

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APA (6th Edition):

Latimer, M. A. (1998). The learning and transfer of science process skills in New Zealand secondary school distance education : a thesis presented in partial fulfilment of the requirements for the degree Master in Education, Massey University, Palmerston North . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/12759

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):

Latimer, Margaret Anne. “The learning and transfer of science process skills in New Zealand secondary school distance education : a thesis presented in partial fulfilment of the requirements for the degree Master in Education, Massey University, Palmerston North .” 1998. Thesis, Massey University. Accessed October 13, 2019. http://hdl.handle.net/10179/12759.

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

MLA Handbook (7th Edition):

Latimer, Margaret Anne. “The learning and transfer of science process skills in New Zealand secondary school distance education : a thesis presented in partial fulfilment of the requirements for the degree Master in Education, Massey University, Palmerston North .” 1998. Web. 13 Oct 2019.

Vancouver:

Latimer MA. The learning and transfer of science process skills in New Zealand secondary school distance education : a thesis presented in partial fulfilment of the requirements for the degree Master in Education, Massey University, Palmerston North . [Internet] [Thesis]. Massey University; 1998. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10179/12759.

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

Council of Science Editors:

Latimer MA. The learning and transfer of science process skills in New Zealand secondary school distance education : a thesis presented in partial fulfilment of the requirements for the degree Master in Education, Massey University, Palmerston North . [Thesis]. Massey University; 1998. Available from: http://hdl.handle.net/10179/12759

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


University of Canterbury

13. Dixon, K. Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments.

Degree: Department of Accounting and Information Systems, 2011, University of Canterbury

 Having students learn and be assessed in groups is a means to develop among students intellectual and interactive skills/competencies described as generic or “wicked”, as… (more)

Subjects/Keywords: Student engagement; generic skills/competencies; group assessment; group learning; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130203 - Economics, Business and Management Curriculum and Pedagogy; Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology

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APA (6th Edition):

Dixon, K. (2011). Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5149

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):

Dixon, K. “Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments.” 2011. Thesis, University of Canterbury. Accessed October 13, 2019. http://hdl.handle.net/10092/5149.

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

MLA Handbook (7th Edition):

Dixon, K. “Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments.” 2011. Web. 13 Oct 2019.

Vancouver:

Dixon K. Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10092/5149.

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

Council of Science Editors:

Dixon K. Assessment at the centre of strategies of learning in groups, substantiated with qualitative reflections in student assessments. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/5149

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


Victoria University of Wellington

14. Le, Pham Hoai Huong. A Socio-Cultural Analysis of Learning English in Unassisted and Assisted Peer Groups at University in Vietnam.

Degree: 2004, Victoria University of Wellington

 The fieldwork for this study was carried out in Vietnam over a period of three months with a class of 45 first-year university students who… (more)

Subjects/Keywords: Collective learning; Peer-group tutoring; Learning process; Psychology of learning; Educational sociology; Language acquisition

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APA (6th Edition):

Le, P. H. H. (2004). A Socio-Cultural Analysis of Learning English in Unassisted and Assisted Peer Groups at University in Vietnam. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/475

Chicago Manual of Style (16th Edition):

Le, Pham Hoai Huong. “A Socio-Cultural Analysis of Learning English in Unassisted and Assisted Peer Groups at University in Vietnam.” 2004. Doctoral Dissertation, Victoria University of Wellington. Accessed October 13, 2019. http://hdl.handle.net/10063/475.

MLA Handbook (7th Edition):

Le, Pham Hoai Huong. “A Socio-Cultural Analysis of Learning English in Unassisted and Assisted Peer Groups at University in Vietnam.” 2004. Web. 13 Oct 2019.

Vancouver:

Le PHH. A Socio-Cultural Analysis of Learning English in Unassisted and Assisted Peer Groups at University in Vietnam. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2004. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10063/475.

Council of Science Editors:

Le PHH. A Socio-Cultural Analysis of Learning English in Unassisted and Assisted Peer Groups at University in Vietnam. [Doctoral Dissertation]. Victoria University of Wellington; 2004. Available from: http://hdl.handle.net/10063/475


University of Canterbury

15. Neumann E. Comparing Repetition Priming Effects in Words and Arithmetic Equations: Robust Priming Regardless of Color or Response Hand Change.

Degree: 2018, University of Canterbury

 Previous studies have shown that stimulus repetition can lead to reliable behavioral improvements. Although this repetition priming (RP) effect has been reported in a number… (more)

Subjects/Keywords: repetition priming; artihmetic; stimulus-response binding; facilitation of component processes; Field of Research::17 - Psychology and Cognitive Sciences::1702 - Cognitive Science::170203 - Knowledge Representation and Machine Learning; Field of Research::17 - Psychology and Cognitive Sciences::1702 - Cognitive Science::170201 - Computer Perception, Memory and Attention

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APA (6th Edition):

E, N. (2018). Comparing Repetition Priming Effects in Words and Arithmetic Equations: Robust Priming Regardless of Color or Response Hand Change. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15284

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):

E, Neumann. “Comparing Repetition Priming Effects in Words and Arithmetic Equations: Robust Priming Regardless of Color or Response Hand Change.” 2018. Thesis, University of Canterbury. Accessed October 13, 2019. http://hdl.handle.net/10092/15284.

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

MLA Handbook (7th Edition):

E, Neumann. “Comparing Repetition Priming Effects in Words and Arithmetic Equations: Robust Priming Regardless of Color or Response Hand Change.” 2018. Web. 13 Oct 2019.

Vancouver:

E N. Comparing Repetition Priming Effects in Words and Arithmetic Equations: Robust Priming Regardless of Color or Response Hand Change. [Internet] [Thesis]. University of Canterbury; 2018. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10092/15284.

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

Council of Science Editors:

E N. Comparing Repetition Priming Effects in Words and Arithmetic Equations: Robust Priming Regardless of Color or Response Hand Change. [Thesis]. University of Canterbury; 2018. Available from: http://hdl.handle.net/10092/15284

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


University of Canterbury

16. Liss J.M. Perceptual learning of dysarthric speech: A review of experimental studies.

Degree: Communication Disorders, 2011, University of Canterbury

 Purpose: This review article provides a theoretical overview of the characteristics of perceptual learning, reviews perceptual learning studies that pertain to dysarthric populations, and identifies… (more)

Subjects/Keywords: dysarthria; speech perception; perceptual learning; Field of Research::17 - Psychology and Cognitive Sciences::1702 - Cognitive Science::170204 - Linguistic Processes (incl. Speech Production and Comprehension)

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APA (6th Edition):

J.M., L. (2011). Perceptual learning of dysarthric speech: A review of experimental studies. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/6489

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):

J.M., Liss. “Perceptual learning of dysarthric speech: A review of experimental studies.” 2011. Thesis, University of Canterbury. Accessed October 13, 2019. http://hdl.handle.net/10092/6489.

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

MLA Handbook (7th Edition):

J.M., Liss. “Perceptual learning of dysarthric speech: A review of experimental studies.” 2011. Web. 13 Oct 2019.

Vancouver:

J.M. L. Perceptual learning of dysarthric speech: A review of experimental studies. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10092/6489.

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

Council of Science Editors:

J.M. L. Perceptual learning of dysarthric speech: A review of experimental studies. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/6489

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


Massey University

17. McCallum, Jeannette Frances. A case study of the implementation of learning styles in two primary school classrooms : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University .

Degree: 2000, Massey University

 The aim of the National Curriculum is to: Seek to raise the achievement levels of all students and to ensure that the quality of teaching… (more)

Subjects/Keywords: Learning, Psychology of; Cognitive styles in children; Teaching; Case studies; New Zealand

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APA (6th Edition):

McCallum, J. F. (2000). A case study of the implementation of learning styles in two primary school classrooms : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6058

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):

McCallum, Jeannette Frances. “A case study of the implementation of learning styles in two primary school classrooms : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University .” 2000. Thesis, Massey University. Accessed October 13, 2019. http://hdl.handle.net/10179/6058.

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

MLA Handbook (7th Edition):

McCallum, Jeannette Frances. “A case study of the implementation of learning styles in two primary school classrooms : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University .” 2000. Web. 13 Oct 2019.

Vancouver:

McCallum JF. A case study of the implementation of learning styles in two primary school classrooms : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University . [Internet] [Thesis]. Massey University; 2000. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10179/6058.

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

Council of Science Editors:

McCallum JF. A case study of the implementation of learning styles in two primary school classrooms : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University . [Thesis]. Massey University; 2000. Available from: http://hdl.handle.net/10179/6058

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


Victoria University of Wellington

18. Whitney, Lynne. Attention in Discrimination Learning: a Stimulus Control Approach to the Intradimensional-Extradimensional Shift Paradigm.

Degree: 1986, Victoria University of Wellington

 In the present thesis, the intradimensional-extradimensional shift effect was treated as a problem of two-dimensional stimulus control. Factors determining stimulus control in the ID-ED shift… (more)

Subjects/Keywords: Quantitative analysis of behavior; Cognitive control; Discrimination learning; Interest (Psychology)

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APA (6th Edition):

Whitney, L. (1986). Attention in Discrimination Learning: a Stimulus Control Approach to the Intradimensional-Extradimensional Shift Paradigm. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/623

Chicago Manual of Style (16th Edition):

Whitney, Lynne. “Attention in Discrimination Learning: a Stimulus Control Approach to the Intradimensional-Extradimensional Shift Paradigm.” 1986. Doctoral Dissertation, Victoria University of Wellington. Accessed October 13, 2019. http://hdl.handle.net/10063/623.

MLA Handbook (7th Edition):

Whitney, Lynne. “Attention in Discrimination Learning: a Stimulus Control Approach to the Intradimensional-Extradimensional Shift Paradigm.” 1986. Web. 13 Oct 2019.

Vancouver:

Whitney L. Attention in Discrimination Learning: a Stimulus Control Approach to the Intradimensional-Extradimensional Shift Paradigm. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 1986. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10063/623.

Council of Science Editors:

Whitney L. Attention in Discrimination Learning: a Stimulus Control Approach to the Intradimensional-Extradimensional Shift Paradigm. [Doctoral Dissertation]. Victoria University of Wellington; 1986. Available from: http://hdl.handle.net/10063/623


Victoria University of Wellington

19. Kimani, Sarah Wambui. Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand.

Degree: 2015, Victoria University of Wellington

 The purpose of this study is to examine the quality of learning and teaching (L&T) experiences in higher education (HE) and the effect of undesirable… (more)

Subjects/Keywords: Learning; Teaching; Learning & teaching; Quality; Theory of constraints

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

APA (6th Edition):

Kimani, S. W. (2015). Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4878

Chicago Manual of Style (16th Edition):

Kimani, Sarah Wambui. “Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand.” 2015. Doctoral Dissertation, Victoria University of Wellington. Accessed October 13, 2019. http://hdl.handle.net/10063/4878.

MLA Handbook (7th Edition):

Kimani, Sarah Wambui. “Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand.” 2015. Web. 13 Oct 2019.

Vancouver:

Kimani SW. Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2015. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10063/4878.

Council of Science Editors:

Kimani SW. Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand. [Doctoral Dissertation]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/4878


Massey University

20. Ratclilffe, Christopher. How does teacher acceptability of school-wide positive behaviour for learning relate to teaching experience, highest teaching qualification, and years since most recent teaching qualification? .

Degree: 2011, Massey University

 School-wide Positive Behaviour for Learning (SWPB4L) uses School-wide Positive Behaviour Support (SWPBS), an evidence-based intervention for reduction of student problem behaviour, as a template for… (more)

Subjects/Keywords: Problem behaviour; Behaviour of school children; Learning

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APA (6th Edition):

Ratclilffe, C. (2011). How does teacher acceptability of school-wide positive behaviour for learning relate to teaching experience, highest teaching qualification, and years since most recent teaching qualification? . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/3178

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):

Ratclilffe, Christopher. “How does teacher acceptability of school-wide positive behaviour for learning relate to teaching experience, highest teaching qualification, and years since most recent teaching qualification? .” 2011. Thesis, Massey University. Accessed October 13, 2019. http://hdl.handle.net/10179/3178.

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

MLA Handbook (7th Edition):

Ratclilffe, Christopher. “How does teacher acceptability of school-wide positive behaviour for learning relate to teaching experience, highest teaching qualification, and years since most recent teaching qualification? .” 2011. Web. 13 Oct 2019.

Vancouver:

Ratclilffe C. How does teacher acceptability of school-wide positive behaviour for learning relate to teaching experience, highest teaching qualification, and years since most recent teaching qualification? . [Internet] [Thesis]. Massey University; 2011. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10179/3178.

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

Council of Science Editors:

Ratclilffe C. How does teacher acceptability of school-wide positive behaviour for learning relate to teaching experience, highest teaching qualification, and years since most recent teaching qualification? . [Thesis]. Massey University; 2011. Available from: http://hdl.handle.net/10179/3178

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


University of Waikato

21. Sheterline, Richard Colin. An exploration of Board of Trustees' perceptions of their impact on student learning .

Degree: 2013, University of Waikato

 The radical changes within the Tomorrow’s Schools reforms came to fruition in 1989 amid much debate about the ideology that underpinned the change and the… (more)

Subjects/Keywords: boards of trustees; learning; governance; students

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APA (6th Edition):

Sheterline, R. C. (2013). An exploration of Board of Trustees' perceptions of their impact on student learning . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/8480

Chicago Manual of Style (16th Edition):

Sheterline, Richard Colin. “An exploration of Board of Trustees' perceptions of their impact on student learning .” 2013. Masters Thesis, University of Waikato. Accessed October 13, 2019. http://hdl.handle.net/10289/8480.

MLA Handbook (7th Edition):

Sheterline, Richard Colin. “An exploration of Board of Trustees' perceptions of their impact on student learning .” 2013. Web. 13 Oct 2019.

Vancouver:

Sheterline RC. An exploration of Board of Trustees' perceptions of their impact on student learning . [Internet] [Masters thesis]. University of Waikato; 2013. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10289/8480.

Council of Science Editors:

Sheterline RC. An exploration of Board of Trustees' perceptions of their impact on student learning . [Masters Thesis]. University of Waikato; 2013. Available from: http://hdl.handle.net/10289/8480


Massey University

22. Duncan, Chloe Hannah Jane. Disorders of learning and achievement : an IPA exploration of the lived experience of diagnosis and the role of growth and fixed mindsets.

Degree: MS, Psychology, 2017, Massey University

 People with disorders of learning and achievement such as Specific Learning Disorder and Attention Deficit Hyperactivity Disorder experience consequences that extend to many areas of… (more)

Subjects/Keywords: Learning disabled; Psychology; Specific Learning Disorder; Attention Deficit Hyperactivity Disorder; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Psychology

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APA (6th Edition):

Duncan, C. H. J. (2017). Disorders of learning and achievement : an IPA exploration of the lived experience of diagnosis and the role of growth and fixed mindsets. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/11857

Chicago Manual of Style (16th Edition):

Duncan, Chloe Hannah Jane. “Disorders of learning and achievement : an IPA exploration of the lived experience of diagnosis and the role of growth and fixed mindsets.” 2017. Masters Thesis, Massey University. Accessed October 13, 2019. http://hdl.handle.net/10179/11857.

MLA Handbook (7th Edition):

Duncan, Chloe Hannah Jane. “Disorders of learning and achievement : an IPA exploration of the lived experience of diagnosis and the role of growth and fixed mindsets.” 2017. Web. 13 Oct 2019.

Vancouver:

Duncan CHJ. Disorders of learning and achievement : an IPA exploration of the lived experience of diagnosis and the role of growth and fixed mindsets. [Internet] [Masters thesis]. Massey University; 2017. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10179/11857.

Council of Science Editors:

Duncan CHJ. Disorders of learning and achievement : an IPA exploration of the lived experience of diagnosis and the role of growth and fixed mindsets. [Masters Thesis]. Massey University; 2017. Available from: http://hdl.handle.net/10179/11857


University of Canterbury

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Lord, B. “Using the Case Study Method to Develop Generic Skills: An Analysis of Student and Tutor Perceptions.” 2009. Thesis, University of Canterbury. Accessed October 13, 2019. http://hdl.handle.net/10092/3566.

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

MLA Handbook (7th Edition):

Lord, B. “Using the Case Study Method to Develop Generic Skills: An Analysis of Student and Tutor Perceptions.” 2009. Web. 13 Oct 2019.

Vancouver:

Lord B. Using the Case Study Method to Develop Generic Skills: An Analysis of Student and Tutor Perceptions. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10092/3566.

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

Council of Science Editors:

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

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


University of Canterbury

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

Degree: Psychology., 2007, University of Canterbury

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Russell, P. “Working memory load and the Stroop interference effect.” 2007. Thesis, University of Canterbury. Accessed October 13, 2019. http://hdl.handle.net/10092/2792.

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

MLA Handbook (7th Edition):

Russell, P. “Working memory load and the Stroop interference effect.” 2007. Web. 13 Oct 2019.

Vancouver:

Russell P. Working memory load and the Stroop interference effect. [Internet] [Thesis]. University of Canterbury; 2007. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10092/2792.

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

Council of Science Editors:

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

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


Massey University

25. Sass, Mildred Sharon. Vicarious reinforcement of cognitive skill.

Degree: PhD, Education, 1976, Massey University

 This study was designed to explore direct and vicarious reinforcement of cognitive skill. Cognitive skill, in this case, was defined by specific types of answering… (more)

Subjects/Keywords: Cognition; Cognitive psychology; Learning; Research

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APA (6th Edition):

Sass, M. S. (1976). Vicarious reinforcement of cognitive skill. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/3984

Chicago Manual of Style (16th Edition):

Sass, Mildred Sharon. “Vicarious reinforcement of cognitive skill.” 1976. Doctoral Dissertation, Massey University. Accessed October 13, 2019. http://hdl.handle.net/10179/3984.

MLA Handbook (7th Edition):

Sass, Mildred Sharon. “Vicarious reinforcement of cognitive skill.” 1976. Web. 13 Oct 2019.

Vancouver:

Sass MS. Vicarious reinforcement of cognitive skill. [Internet] [Doctoral dissertation]. Massey University; 1976. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10179/3984.

Council of Science Editors:

Sass MS. Vicarious reinforcement of cognitive skill. [Doctoral Dissertation]. Massey University; 1976. Available from: http://hdl.handle.net/10179/3984


Massey University

26. Person, Angela C. Self-concept in learning disabled children : relationship to perceived competence, social support and task performance.

Degree: MS, 1998, Massey University

 Examined how some children with learning disabilities (LD) sustain higher levels of general self-worth despite academic difficulties. Global self-worth was examined for a relationship with… (more)

Subjects/Keywords: Learning disabled children; Psychology

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APA (6th Edition):

Person, A. C. (1998). Self-concept in learning disabled children : relationship to perceived competence, social support and task performance. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/11378

Chicago Manual of Style (16th Edition):

Person, Angela C. “Self-concept in learning disabled children : relationship to perceived competence, social support and task performance.” 1998. Masters Thesis, Massey University. Accessed October 13, 2019. http://hdl.handle.net/10179/11378.

MLA Handbook (7th Edition):

Person, Angela C. “Self-concept in learning disabled children : relationship to perceived competence, social support and task performance.” 1998. Web. 13 Oct 2019.

Vancouver:

Person AC. Self-concept in learning disabled children : relationship to perceived competence, social support and task performance. [Internet] [Masters thesis]. Massey University; 1998. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10179/11378.

Council of Science Editors:

Person AC. Self-concept in learning disabled children : relationship to perceived competence, social support and task performance. [Masters Thesis]. Massey University; 1998. Available from: http://hdl.handle.net/10179/11378


Massey University

27. Palfreyman, Sue. The relationship between student engagement with feedback and lecturer and student views of teaching, learning and assessment.

Degree: Master of Education (Adult Education), 2013, Massey University

 Feedback is widely acknowledged to be a key component of quality teaching and important for effective learning and yet the extent to which it meets… (more)

Subjects/Keywords: Feedback (Psychology); Grading and marking (Students); Adult learning

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

APA (6th Edition):

Palfreyman, S. (2013). The relationship between student engagement with feedback and lecturer and student views of teaching, learning and assessment. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/5456

Chicago Manual of Style (16th Edition):

Palfreyman, Sue. “The relationship between student engagement with feedback and lecturer and student views of teaching, learning and assessment.” 2013. Masters Thesis, Massey University. Accessed October 13, 2019. http://hdl.handle.net/10179/5456.

MLA Handbook (7th Edition):

Palfreyman, Sue. “The relationship between student engagement with feedback and lecturer and student views of teaching, learning and assessment.” 2013. Web. 13 Oct 2019.

Vancouver:

Palfreyman S. The relationship between student engagement with feedback and lecturer and student views of teaching, learning and assessment. [Internet] [Masters thesis]. Massey University; 2013. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10179/5456.

Council of Science Editors:

Palfreyman S. The relationship between student engagement with feedback and lecturer and student views of teaching, learning and assessment. [Masters Thesis]. Massey University; 2013. Available from: http://hdl.handle.net/10179/5456


Victoria University of Wellington

28. Navarro, Diego. Language learner cognition: Exploring adult migrants’ L2 activity beyond the classroom.

Degree: 2016, Victoria University of Wellington

 For years, understanding the relationship between behaviour and cognition has been a central concern of research conducted in the social sciences. In fields as diverse… (more)

Subjects/Keywords: Second language acquisition; Applied linguistics; Language learning psychology

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APA (6th Edition):

Navarro, D. (2016). Language learner cognition: Exploring adult migrants’ L2 activity beyond the classroom. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/5346

Chicago Manual of Style (16th Edition):

Navarro, Diego. “Language learner cognition: Exploring adult migrants’ L2 activity beyond the classroom.” 2016. Doctoral Dissertation, Victoria University of Wellington. Accessed October 13, 2019. http://hdl.handle.net/10063/5346.

MLA Handbook (7th Edition):

Navarro, Diego. “Language learner cognition: Exploring adult migrants’ L2 activity beyond the classroom.” 2016. Web. 13 Oct 2019.

Vancouver:

Navarro D. Language learner cognition: Exploring adult migrants’ L2 activity beyond the classroom. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2016. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10063/5346.

Council of Science Editors:

Navarro D. Language learner cognition: Exploring adult migrants’ L2 activity beyond the classroom. [Doctoral Dissertation]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/5346


University of Waikato

29. Kinloch, Jennifer May. Stimulus Equivalence: A Comparison of Operant and Associative Procedures .

Degree: 2011, University of Waikato

 Previous studies comparing the effectiveness of the stimulus-pairing-observation and matching-to-sample procedures in facilitating the formation of equivalence relations have had conflicting findings. In an attempt… (more)

Subjects/Keywords: Behavioural Psychology; Operant Conditioning; Stimulus Equivalence; Associative Learning

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APA (6th Edition):

Kinloch, J. M. (2011). Stimulus Equivalence: A Comparison of Operant and Associative Procedures . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/4933

Chicago Manual of Style (16th Edition):

Kinloch, Jennifer May. “Stimulus Equivalence: A Comparison of Operant and Associative Procedures .” 2011. Doctoral Dissertation, University of Waikato. Accessed October 13, 2019. http://hdl.handle.net/10289/4933.

MLA Handbook (7th Edition):

Kinloch, Jennifer May. “Stimulus Equivalence: A Comparison of Operant and Associative Procedures .” 2011. Web. 13 Oct 2019.

Vancouver:

Kinloch JM. Stimulus Equivalence: A Comparison of Operant and Associative Procedures . [Internet] [Doctoral dissertation]. University of Waikato; 2011. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10289/4933.

Council of Science Editors:

Kinloch JM. Stimulus Equivalence: A Comparison of Operant and Associative Procedures . [Doctoral Dissertation]. University of Waikato; 2011. Available from: http://hdl.handle.net/10289/4933


University of Canterbury

30. Basu, A. Comparing virtual patients with synthesized and natural speech.

Degree: Human Interface Technology Laboratory; University of Canterbury. School of Health Sciences, 2012, University of Canterbury

 Virtual Patient (VP) simulations are often designed to use pre-recorded speech in order to provide more realism and immersion. However, using actors for recording these… (more)

Subjects/Keywords: health education; virtual patient; speech; immersive learning; Field of Research::08 - Information and Computing Sciences::0801 - Artificial Intelligence and Image Processing::080111 - Virtual Reality and Related Simulation; Field of Research::17 - Psychology and Cognitive Sciences::1702 - Cognitive Science::170204 - Linguistic Processes (incl. Speech Production and Comprehension); Field of Research::20 - Language, Communication and Culture::2004 - Linguistics::200404 - Laboratory Phonetics and Speech Science

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

APA (6th Edition):

Basu, A. (2012). Comparing virtual patients with synthesized and natural speech. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/9769

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):

Basu, A. “Comparing virtual patients with synthesized and natural speech.” 2012. Thesis, University of Canterbury. Accessed October 13, 2019. http://hdl.handle.net/10092/9769.

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

MLA Handbook (7th Edition):

Basu, A. “Comparing virtual patients with synthesized and natural speech.” 2012. Web. 13 Oct 2019.

Vancouver:

Basu A. Comparing virtual patients with synthesized and natural speech. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10092/9769.

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

Council of Science Editors:

Basu A. Comparing virtual patients with synthesized and natural speech. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/9769

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

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