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You searched for subject:(Learning Psychology of ). Showing records 1 – 30 of 17238 total matches.

[1] [2] [3] [4] [5] … [575]

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University of Edinburgh

1. Stoeckle-Schobel, Richard Volker Johannes. Concept learning challenged.

Degree: PhD, 2014, University of Edinburgh

 In my thesis, I argue that the philosophical and psychological study of concept-learning mechanisms has failed to take the diversity of learning mechanisms into account,… (more)

Subjects/Keywords: 153.2; concepts; learning; concept-learning mechanism; philosophy of psychology

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APA (6th Edition):

Stoeckle-Schobel, R. V. J. (2014). Concept learning challenged. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/9840

Chicago Manual of Style (16th Edition):

Stoeckle-Schobel, Richard Volker Johannes. “Concept learning challenged.” 2014. Doctoral Dissertation, University of Edinburgh. Accessed October 22, 2019. http://hdl.handle.net/1842/9840.

MLA Handbook (7th Edition):

Stoeckle-Schobel, Richard Volker Johannes. “Concept learning challenged.” 2014. Web. 22 Oct 2019.

Vancouver:

Stoeckle-Schobel RVJ. Concept learning challenged. [Internet] [Doctoral dissertation]. University of Edinburgh; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1842/9840.

Council of Science Editors:

Stoeckle-Schobel RVJ. Concept learning challenged. [Doctoral Dissertation]. University of Edinburgh; 2014. Available from: http://hdl.handle.net/1842/9840


University of Aberdeen

2. Dennis, Matthew Gordon. Adapting feedback to learner personality to increase motivation.

Degree: PhD, 2014, University of Aberdeen

 Motivation is important for learners. As the provision of education moves increasingly towards online delivery, keeping motivation high is a key challenge. The lack of… (more)

Subjects/Keywords: 004; Personality and motivation; Learning; Psychology of; Feedback (Psychology)

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APA (6th Edition):

Dennis, M. G. (2014). Adapting feedback to learner personality to increase motivation. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=215571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633286

Chicago Manual of Style (16th Edition):

Dennis, Matthew Gordon. “Adapting feedback to learner personality to increase motivation.” 2014. Doctoral Dissertation, University of Aberdeen. Accessed October 22, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=215571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633286.

MLA Handbook (7th Edition):

Dennis, Matthew Gordon. “Adapting feedback to learner personality to increase motivation.” 2014. Web. 22 Oct 2019.

Vancouver:

Dennis MG. Adapting feedback to learner personality to increase motivation. [Internet] [Doctoral dissertation]. University of Aberdeen; 2014. [cited 2019 Oct 22]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=215571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633286.

Council of Science Editors:

Dennis MG. Adapting feedback to learner personality to increase motivation. [Doctoral Dissertation]. University of Aberdeen; 2014. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=215571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633286


University of Edinburgh

3. Ludke, Karen M. Songs and singing in foreign language learning.

Degree: PhD, 2010, University of Edinburgh

 Educators have claimed that listening to music in a second or foreign language (L2) can provide fun and motivating educational material and that singing can… (more)

Subjects/Keywords: 371.3; singing : second language learning : psychology of music : education

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APA (6th Edition):

Ludke, K. M. (2010). Songs and singing in foreign language learning. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5500

Chicago Manual of Style (16th Edition):

Ludke, Karen M. “Songs and singing in foreign language learning.” 2010. Doctoral Dissertation, University of Edinburgh. Accessed October 22, 2019. http://hdl.handle.net/1842/5500.

MLA Handbook (7th Edition):

Ludke, Karen M. “Songs and singing in foreign language learning.” 2010. Web. 22 Oct 2019.

Vancouver:

Ludke KM. Songs and singing in foreign language learning. [Internet] [Doctoral dissertation]. University of Edinburgh; 2010. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1842/5500.

Council of Science Editors:

Ludke KM. Songs and singing in foreign language learning. [Doctoral Dissertation]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5500

4. Sweet, John. Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education.

Degree: PhD, University of Glamorgan, 2012, University of South Wales

 This thesis traces the contested scholarship between the three activity topics of learning and teaching, research and academic and professional development. 11 published articles and… (more)

Subjects/Keywords: Learning, Psychology of; Education, Higher; Teaching; College teaching; 378.125

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APA (6th Edition):

Sweet, J. (2012). Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education. (Doctoral Dissertation). University of South Wales. Retrieved from http://hdl.handle.net/10265/537

Chicago Manual of Style (16th Edition):

Sweet, John. “Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education.” 2012. Doctoral Dissertation, University of South Wales. Accessed October 22, 2019. http://hdl.handle.net/10265/537.

MLA Handbook (7th Edition):

Sweet, John. “Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education.” 2012. Web. 22 Oct 2019.

Vancouver:

Sweet J. Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education. [Internet] [Doctoral dissertation]. University of South Wales; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10265/537.

Council of Science Editors:

Sweet J. Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education. [Doctoral Dissertation]. University of South Wales; 2012. Available from: http://hdl.handle.net/10265/537

5. Sweet, John. Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education.

Degree: PhD, 2011, University of South Wales

 This thesis traces the contested scholarship between the three activity topics of learning and teaching, research and academic and professional development. 11 published articles and… (more)

Subjects/Keywords: 378.125; Learning, Psychology of; Higher education; Teaching; College teaching

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APA (6th Edition):

Sweet, J. (2011). Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education. (Doctoral Dissertation). University of South Wales. Retrieved from https://pure.southwales.ac.uk/en/studentthesis/using-personal-and-academic-development-to-reconcile-research-with-learning-and-teaching-in-a-model-for-scholarship-in-higher-education(561903ec-cabc-4c41-81ce-2e1283e911fb).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541663

Chicago Manual of Style (16th Edition):

Sweet, John. “Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education.” 2011. Doctoral Dissertation, University of South Wales. Accessed October 22, 2019. https://pure.southwales.ac.uk/en/studentthesis/using-personal-and-academic-development-to-reconcile-research-with-learning-and-teaching-in-a-model-for-scholarship-in-higher-education(561903ec-cabc-4c41-81ce-2e1283e911fb).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541663.

MLA Handbook (7th Edition):

Sweet, John. “Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education.” 2011. Web. 22 Oct 2019.

Vancouver:

Sweet J. Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education. [Internet] [Doctoral dissertation]. University of South Wales; 2011. [cited 2019 Oct 22]. Available from: https://pure.southwales.ac.uk/en/studentthesis/using-personal-and-academic-development-to-reconcile-research-with-learning-and-teaching-in-a-model-for-scholarship-in-higher-education(561903ec-cabc-4c41-81ce-2e1283e911fb).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541663.

Council of Science Editors:

Sweet J. Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education. [Doctoral Dissertation]. University of South Wales; 2011. Available from: https://pure.southwales.ac.uk/en/studentthesis/using-personal-and-academic-development-to-reconcile-research-with-learning-and-teaching-in-a-model-for-scholarship-in-higher-education(561903ec-cabc-4c41-81ce-2e1283e911fb).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541663


University of Stirling

6. Skavhaug, Ida-Maria. Metamemory or just Memory? Searching for the Neural Correlates of Judgments of Learning.

Degree: PhD, School of Natural Sciences, 2010, University of Stirling

 Judgments of Learning (JOLs) are judgments of the likelihood of remembering recently studied material on a future test. Although JOLs have been extensively studied, particularly… (more)

Subjects/Keywords: Memory; Metacognition; Metamemory; Judgments of Learning; JOL; Brain imaging; Event-Related Potentials; ERP; Metacognition; Memory; Learning (Psychology of)

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APA (6th Edition):

Skavhaug, I. (2010). Metamemory or just Memory? Searching for the Neural Correlates of Judgments of Learning. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/2410

Chicago Manual of Style (16th Edition):

Skavhaug, Ida-Maria. “Metamemory or just Memory? Searching for the Neural Correlates of Judgments of Learning.” 2010. Doctoral Dissertation, University of Stirling. Accessed October 22, 2019. http://hdl.handle.net/1893/2410.

MLA Handbook (7th Edition):

Skavhaug, Ida-Maria. “Metamemory or just Memory? Searching for the Neural Correlates of Judgments of Learning.” 2010. Web. 22 Oct 2019.

Vancouver:

Skavhaug I. Metamemory or just Memory? Searching for the Neural Correlates of Judgments of Learning. [Internet] [Doctoral dissertation]. University of Stirling; 2010. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1893/2410.

Council of Science Editors:

Skavhaug I. Metamemory or just Memory? Searching for the Neural Correlates of Judgments of Learning. [Doctoral Dissertation]. University of Stirling; 2010. Available from: http://hdl.handle.net/1893/2410


University of Central Lancashire

7. Atkinson, Susan J. The role of the working memory central executive system in the development of reading.

Degree: PhD, 2006, University of Central Lancashire

 There is a growing body of evidence linking poor working memory skills, particularly central executive functioning, with lower levels of cognitive attainment throughout the school… (more)

Subjects/Keywords: 418.4071; C853 - Psychology of memory & learning

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APA (6th Edition):

Atkinson, S. J. (2006). The role of the working memory central executive system in the development of reading. (Doctoral Dissertation). University of Central Lancashire. Retrieved from http://clok.uclan.ac.uk/20999/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434697

Chicago Manual of Style (16th Edition):

Atkinson, Susan J. “The role of the working memory central executive system in the development of reading.” 2006. Doctoral Dissertation, University of Central Lancashire. Accessed October 22, 2019. http://clok.uclan.ac.uk/20999/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434697.

MLA Handbook (7th Edition):

Atkinson, Susan J. “The role of the working memory central executive system in the development of reading.” 2006. Web. 22 Oct 2019.

Vancouver:

Atkinson SJ. The role of the working memory central executive system in the development of reading. [Internet] [Doctoral dissertation]. University of Central Lancashire; 2006. [cited 2019 Oct 22]. Available from: http://clok.uclan.ac.uk/20999/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434697.

Council of Science Editors:

Atkinson SJ. The role of the working memory central executive system in the development of reading. [Doctoral Dissertation]. University of Central Lancashire; 2006. Available from: http://clok.uclan.ac.uk/20999/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434697


University of Aberdeen

8. Dennis, Matthew Gordon.; University of Aberdeen.Dept. of Computing Science. Adapting feedback to learner personality to increase motivation.

Degree: Dept. of Computing Science., 2014, University of Aberdeen

Subjects/Keywords: Personality and motivation.; Learning, Psychology of.; Feedback (Psychology)

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APA (6th Edition):

Dennis, M. G. ;. U. o. A. D. o. C. S. (2014). Adapting feedback to learner personality to increase motivation. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=215571 ; http://digitool-3.uoa.abdn.ac.uk:1801/webclient/DeliveryManager?pid=215571&custom_att_2=simple_viewer

Chicago Manual of Style (16th Edition):

Dennis, Matthew Gordon ; University of Aberdeen Dept of Computing Science. “Adapting feedback to learner personality to increase motivation.” 2014. Doctoral Dissertation, University of Aberdeen. Accessed October 22, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=215571 ; http://digitool-3.uoa.abdn.ac.uk:1801/webclient/DeliveryManager?pid=215571&custom_att_2=simple_viewer.

MLA Handbook (7th Edition):

Dennis, Matthew Gordon ; University of Aberdeen Dept of Computing Science. “Adapting feedback to learner personality to increase motivation.” 2014. Web. 22 Oct 2019.

Vancouver:

Dennis MG;UoADoCS. Adapting feedback to learner personality to increase motivation. [Internet] [Doctoral dissertation]. University of Aberdeen; 2014. [cited 2019 Oct 22]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=215571 ; http://digitool-3.uoa.abdn.ac.uk:1801/webclient/DeliveryManager?pid=215571&custom_att_2=simple_viewer.

Council of Science Editors:

Dennis MG;UoADoCS. Adapting feedback to learner personality to increase motivation. [Doctoral Dissertation]. University of Aberdeen; 2014. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=215571 ; http://digitool-3.uoa.abdn.ac.uk:1801/webclient/DeliveryManager?pid=215571&custom_att_2=simple_viewer


University of Stirling

9. Egan, Mark. Childhood psychological predictors of unemployment: Evidence from four cohort studies.

Degree: PhD, 2016, University of Stirling

 Recent research in economics and psychology has examined the childhood noncognitive skills which predict future economic success. However, there has been relatively little research on… (more)

Subjects/Keywords: unemployment; cohort studies; longitudinal studies; big five personality; self control; intelligence; mental health; Learning Congresses; Learning, psychology of; Developmental psychology Social aspects; Unemployment

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APA (6th Edition):

Egan, M. (2016). Childhood psychological predictors of unemployment: Evidence from four cohort studies. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/24875

Chicago Manual of Style (16th Edition):

Egan, Mark. “Childhood psychological predictors of unemployment: Evidence from four cohort studies.” 2016. Doctoral Dissertation, University of Stirling. Accessed October 22, 2019. http://hdl.handle.net/1893/24875.

MLA Handbook (7th Edition):

Egan, Mark. “Childhood psychological predictors of unemployment: Evidence from four cohort studies.” 2016. Web. 22 Oct 2019.

Vancouver:

Egan M. Childhood psychological predictors of unemployment: Evidence from four cohort studies. [Internet] [Doctoral dissertation]. University of Stirling; 2016. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1893/24875.

Council of Science Editors:

Egan M. Childhood psychological predictors of unemployment: Evidence from four cohort studies. [Doctoral Dissertation]. University of Stirling; 2016. Available from: http://hdl.handle.net/1893/24875


University of Edinburgh

10. Shewan, Laura. Being a parent with a learning disability : a qualitative study.

Degree: 2011, University of Edinburgh

 This research portfolio aims to further explore the issues faced by parents with a learning disability. Firstly, a systematic review of qualitative research into the… (more)

Subjects/Keywords: 155; Clinical Psychology; learning disability

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APA (6th Edition):

Shewan, L. (2011). Being a parent with a learning disability : a qualitative study. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/6178

Chicago Manual of Style (16th Edition):

Shewan, Laura. “Being a parent with a learning disability : a qualitative study.” 2011. Doctoral Dissertation, University of Edinburgh. Accessed October 22, 2019. http://hdl.handle.net/1842/6178.

MLA Handbook (7th Edition):

Shewan, Laura. “Being a parent with a learning disability : a qualitative study.” 2011. Web. 22 Oct 2019.

Vancouver:

Shewan L. Being a parent with a learning disability : a qualitative study. [Internet] [Doctoral dissertation]. University of Edinburgh; 2011. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1842/6178.

Council of Science Editors:

Shewan L. Being a parent with a learning disability : a qualitative study. [Doctoral Dissertation]. University of Edinburgh; 2011. Available from: http://hdl.handle.net/1842/6178


University of Manchester

11. Shannon, Deborah. Risk Factors and Intervention: Child Engagement in Learning within Educational Psychology Practice.

Degree: 2014, University of Manchester

 Consideration of factors which disrupt or promote learning engagement and potential intervention arising from this are of particular interest for Educational Psychologist day-to-day practice. Skinner… (more)

Subjects/Keywords: Educational Psychology; Child Engagement; Learning

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APA (6th Edition):

Shannon, D. (2014). Risk Factors and Intervention: Child Engagement in Learning within Educational Psychology Practice. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:227288

Chicago Manual of Style (16th Edition):

Shannon, Deborah. “Risk Factors and Intervention: Child Engagement in Learning within Educational Psychology Practice.” 2014. Doctoral Dissertation, University of Manchester. Accessed October 22, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:227288.

MLA Handbook (7th Edition):

Shannon, Deborah. “Risk Factors and Intervention: Child Engagement in Learning within Educational Psychology Practice.” 2014. Web. 22 Oct 2019.

Vancouver:

Shannon D. Risk Factors and Intervention: Child Engagement in Learning within Educational Psychology Practice. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2019 Oct 22]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:227288.

Council of Science Editors:

Shannon D. Risk Factors and Intervention: Child Engagement in Learning within Educational Psychology Practice. [Doctoral Dissertation]. University of Manchester; 2014. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:227288

12. Atkinson, Gemma A. "It helped me when ..." : a Q methodological study exploring pupil views regarding the factors that support a successful reintegration into mainstream education following permanent exclusion.

Degree: Thesis (Prof.D.), 2017, University of Essex

 Existing literature surrounding the topic of ‘school exclusion’ and ‘reintegration’ has predominantly focused on the views of professionals with regard to secondary school-aged pupils. The… (more)

Subjects/Keywords: 370.15; Educational Psychology; Learning & Education in Psychology

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APA (6th Edition):

Atkinson, G. A. (2017). "It helped me when ..." : a Q methodological study exploring pupil views regarding the factors that support a successful reintegration into mainstream education following permanent exclusion. (Doctoral Dissertation). University of Essex. Retrieved from http://repository.tavistockandportman.ac.uk/1655/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722973

Chicago Manual of Style (16th Edition):

Atkinson, Gemma A. “"It helped me when ..." : a Q methodological study exploring pupil views regarding the factors that support a successful reintegration into mainstream education following permanent exclusion.” 2017. Doctoral Dissertation, University of Essex. Accessed October 22, 2019. http://repository.tavistockandportman.ac.uk/1655/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722973.

MLA Handbook (7th Edition):

Atkinson, Gemma A. “"It helped me when ..." : a Q methodological study exploring pupil views regarding the factors that support a successful reintegration into mainstream education following permanent exclusion.” 2017. Web. 22 Oct 2019.

Vancouver:

Atkinson GA. "It helped me when ..." : a Q methodological study exploring pupil views regarding the factors that support a successful reintegration into mainstream education following permanent exclusion. [Internet] [Doctoral dissertation]. University of Essex; 2017. [cited 2019 Oct 22]. Available from: http://repository.tavistockandportman.ac.uk/1655/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722973.

Council of Science Editors:

Atkinson GA. "It helped me when ..." : a Q methodological study exploring pupil views regarding the factors that support a successful reintegration into mainstream education following permanent exclusion. [Doctoral Dissertation]. University of Essex; 2017. Available from: http://repository.tavistockandportman.ac.uk/1655/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722973


University of Edinburgh

13. Stubbs, Harriet. Justifying Beliefs About Seance Phenomena in 19th Century Britain.

Degree: 2012, University of Edinburgh

 This study aims to discover how people in 19th century Britain justified their beliefs about séance phenomena, with a view to understanding how expressions of… (more)

Subjects/Keywords: Psychology; History of Psychology; Psychology of Belief

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APA (6th Edition):

Stubbs, H. (2012). Justifying Beliefs About Seance Phenomena in 19th Century Britain. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8500

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):

Stubbs, Harriet. “Justifying Beliefs About Seance Phenomena in 19th Century Britain.” 2012. Thesis, University of Edinburgh. Accessed October 22, 2019. http://hdl.handle.net/1842/8500.

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

MLA Handbook (7th Edition):

Stubbs, Harriet. “Justifying Beliefs About Seance Phenomena in 19th Century Britain.” 2012. Web. 22 Oct 2019.

Vancouver:

Stubbs H. Justifying Beliefs About Seance Phenomena in 19th Century Britain. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1842/8500.

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

Council of Science Editors:

Stubbs H. Justifying Beliefs About Seance Phenomena in 19th Century Britain. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/8500

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

14. Mealor, Andrew D. Conscious and unconscious : passing judgment.

Degree: PhD, 2013, University of Sussex

 The extent to which conscious and unconscious mental processes contribute to our experiences of learning and the subsequent knowledge has been subject to great debate.… (more)

Subjects/Keywords: 150; B Philosophy. Psychology. Religion; BF0309 Consciousness. Cognition Including learning, attention, comprehension, memory, imagination, genius, intelligence, thought and thinking, psycholinguistics, mental fatigue; BF1031 Psychic research. Psychology of the conscious

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APA (6th Edition):

Mealor, A. D. (2013). Conscious and unconscious : passing judgment. (Doctoral Dissertation). University of Sussex. Retrieved from http://sro.sussex.ac.uk/id/eprint/45262/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574972

Chicago Manual of Style (16th Edition):

Mealor, Andrew D. “Conscious and unconscious : passing judgment.” 2013. Doctoral Dissertation, University of Sussex. Accessed October 22, 2019. http://sro.sussex.ac.uk/id/eprint/45262/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574972.

MLA Handbook (7th Edition):

Mealor, Andrew D. “Conscious and unconscious : passing judgment.” 2013. Web. 22 Oct 2019.

Vancouver:

Mealor AD. Conscious and unconscious : passing judgment. [Internet] [Doctoral dissertation]. University of Sussex; 2013. [cited 2019 Oct 22]. Available from: http://sro.sussex.ac.uk/id/eprint/45262/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574972.

Council of Science Editors:

Mealor AD. Conscious and unconscious : passing judgment. [Doctoral Dissertation]. University of Sussex; 2013. Available from: http://sro.sussex.ac.uk/id/eprint/45262/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574972


University of Oxford

15. Rai, Prabhat. Building common knowledge : a cultural-historical analysis of pedagogical practices at a rural primary school in Rajasthan, India.

Degree: PhD, 2013, University of Oxford

 The centralised control over curriculum framing and pedagogy, the generally poor quality of teaching with little sensitivity to children’s sociocultural environment; and very high drop… (more)

Subjects/Keywords: 372.954; Education; Early and Child learning; Sociocultural and activity theory; Teaching and teacher education; Psychology; Developmental psychology; Social cognition; Social disadvantage; Social Inequality; common knowledge; funds of knowledge; motives; cultural-historical activity theory; learning; primary education; child development; space of reasons; Vygotsky; Hedegaard

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

APA (6th Edition):

Rai, P. (2013). Building common knowledge : a cultural-historical analysis of pedagogical practices at a rural primary school in Rajasthan, India. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:22402128-d2ca-4de5-8255-c15e4b4699dd ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618427

Chicago Manual of Style (16th Edition):

Rai, Prabhat. “Building common knowledge : a cultural-historical analysis of pedagogical practices at a rural primary school in Rajasthan, India.” 2013. Doctoral Dissertation, University of Oxford. Accessed October 22, 2019. http://ora.ox.ac.uk/objects/uuid:22402128-d2ca-4de5-8255-c15e4b4699dd ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618427.

MLA Handbook (7th Edition):

Rai, Prabhat. “Building common knowledge : a cultural-historical analysis of pedagogical practices at a rural primary school in Rajasthan, India.” 2013. Web. 22 Oct 2019.

Vancouver:

Rai P. Building common knowledge : a cultural-historical analysis of pedagogical practices at a rural primary school in Rajasthan, India. [Internet] [Doctoral dissertation]. University of Oxford; 2013. [cited 2019 Oct 22]. Available from: http://ora.ox.ac.uk/objects/uuid:22402128-d2ca-4de5-8255-c15e4b4699dd ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618427.

Council of Science Editors:

Rai P. Building common knowledge : a cultural-historical analysis of pedagogical practices at a rural primary school in Rajasthan, India. [Doctoral Dissertation]. University of Oxford; 2013. Available from: http://ora.ox.ac.uk/objects/uuid:22402128-d2ca-4de5-8255-c15e4b4699dd ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618427


University of Stirling

16. Bonnar, Irene D. Not as cool as fighter pilots : an exploration of identity and learning for full-time quantity surveying students.

Degree: EdD, School of Education, 2007, University of Stirling

 This study explores the relationship between identity and learning, in particular the concepts of ‘belonging’ and ‘becoming’ in respect of professional, vocational education. Adopting a… (more)

Subjects/Keywords: identity and learning; vocational education; Vocational education Scotland; Professional education Scotland; Identity (Psychology); Learning, Psychology of

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

APA (6th Edition):

Bonnar, I. D. (2007). Not as cool as fighter pilots : an exploration of identity and learning for full-time quantity surveying students. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/223

Chicago Manual of Style (16th Edition):

Bonnar, Irene D. “Not as cool as fighter pilots : an exploration of identity and learning for full-time quantity surveying students.” 2007. Doctoral Dissertation, University of Stirling. Accessed October 22, 2019. http://hdl.handle.net/1893/223.

MLA Handbook (7th Edition):

Bonnar, Irene D. “Not as cool as fighter pilots : an exploration of identity and learning for full-time quantity surveying students.” 2007. Web. 22 Oct 2019.

Vancouver:

Bonnar ID. Not as cool as fighter pilots : an exploration of identity and learning for full-time quantity surveying students. [Internet] [Doctoral dissertation]. University of Stirling; 2007. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1893/223.

Council of Science Editors:

Bonnar ID. Not as cool as fighter pilots : an exploration of identity and learning for full-time quantity surveying students. [Doctoral Dissertation]. University of Stirling; 2007. Available from: http://hdl.handle.net/1893/223


University of Leicester

17. Sweeney, Denise Mary. How university teachers and students use educational technology in university classroom contexts to optimise learning : a study of purposes, principles, processes and perspectives.

Degree: Thesis (EdD), 2017, University of Leicester

 There is an expectation that university teachers have a good understanding of the value of educational technologies in learning and teaching as well as be… (more)

Subjects/Keywords: 370; educational technology use to optimise learning; task context of learning; social context of learning

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

APA (6th Edition):

Sweeney, D. M. (2017). How university teachers and students use educational technology in university classroom contexts to optimise learning : a study of purposes, principles, processes and perspectives. (Doctoral Dissertation). University of Leicester. Retrieved from http://hdl.handle.net/2381/40871

Chicago Manual of Style (16th Edition):

Sweeney, Denise Mary. “How university teachers and students use educational technology in university classroom contexts to optimise learning : a study of purposes, principles, processes and perspectives.” 2017. Doctoral Dissertation, University of Leicester. Accessed October 22, 2019. http://hdl.handle.net/2381/40871.

MLA Handbook (7th Edition):

Sweeney, Denise Mary. “How university teachers and students use educational technology in university classroom contexts to optimise learning : a study of purposes, principles, processes and perspectives.” 2017. Web. 22 Oct 2019.

Vancouver:

Sweeney DM. How university teachers and students use educational technology in university classroom contexts to optimise learning : a study of purposes, principles, processes and perspectives. [Internet] [Doctoral dissertation]. University of Leicester; 2017. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2381/40871.

Council of Science Editors:

Sweeney DM. How university teachers and students use educational technology in university classroom contexts to optimise learning : a study of purposes, principles, processes and perspectives. [Doctoral Dissertation]. University of Leicester; 2017. Available from: http://hdl.handle.net/2381/40871


University of Exeter

18. Gromski, Danya. Taking a closer look : exploring processes and evaluating outcomes of a video intervention : video interaction guidance (VIG).

Degree: Thesis (D.Ed.Psy.), 2011, University of Exeter

 Evidence suggests that Video Interaction Guidance (VIG) is an effective intervention leading to positive behaviour change when used with parents and their children. The aim… (more)

Subjects/Keywords: 370.15; Video Interaction Guidance (VIG) Educational Psychology Processes Outcomes Parents Children Families Therapeutic Alliance Client Factors Theory of Change : barriers and enablers to successful outcomes relationships mediated learning

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APA (6th Edition):

Gromski, D. (2011). Taking a closer look : exploring processes and evaluating outcomes of a video intervention : video interaction guidance (VIG). (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/3400

Chicago Manual of Style (16th Edition):

Gromski, Danya. “Taking a closer look : exploring processes and evaluating outcomes of a video intervention : video interaction guidance (VIG).” 2011. Doctoral Dissertation, University of Exeter. Accessed October 22, 2019. http://hdl.handle.net/10036/3400.

MLA Handbook (7th Edition):

Gromski, Danya. “Taking a closer look : exploring processes and evaluating outcomes of a video intervention : video interaction guidance (VIG).” 2011. Web. 22 Oct 2019.

Vancouver:

Gromski D. Taking a closer look : exploring processes and evaluating outcomes of a video intervention : video interaction guidance (VIG). [Internet] [Doctoral dissertation]. University of Exeter; 2011. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10036/3400.

Council of Science Editors:

Gromski D. Taking a closer look : exploring processes and evaluating outcomes of a video intervention : video interaction guidance (VIG). [Doctoral Dissertation]. University of Exeter; 2011. Available from: http://hdl.handle.net/10036/3400

19. Baggs, Edward. Acting in a populated environment : an ecological realist enquiry into speaking and collaborating.

Degree: PhD, 2015, University of Edinburgh

 The thesis seeks to develop an account of collaborative activities within the framework of ecological realism—an approach to psychology developed by James J. Gibson in… (more)

Subjects/Keywords: 155.9; ecological psychology; dialogue; language learning; joint action; task-oriented psychology

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APA (6th Edition):

Baggs, E. (2015). Acting in a populated environment : an ecological realist enquiry into speaking and collaborating. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/16200

Chicago Manual of Style (16th Edition):

Baggs, Edward. “Acting in a populated environment : an ecological realist enquiry into speaking and collaborating.” 2015. Doctoral Dissertation, University of Edinburgh. Accessed October 22, 2019. http://hdl.handle.net/1842/16200.

MLA Handbook (7th Edition):

Baggs, Edward. “Acting in a populated environment : an ecological realist enquiry into speaking and collaborating.” 2015. Web. 22 Oct 2019.

Vancouver:

Baggs E. Acting in a populated environment : an ecological realist enquiry into speaking and collaborating. [Internet] [Doctoral dissertation]. University of Edinburgh; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1842/16200.

Council of Science Editors:

Baggs E. Acting in a populated environment : an ecological realist enquiry into speaking and collaborating. [Doctoral Dissertation]. University of Edinburgh; 2015. Available from: http://hdl.handle.net/1842/16200

20. Lyons, Amy. The experiences of reflective practice groups as part of doctoral Clinical Psychology training : an IPA study.

Degree: Thesis (D.Clin.Psy.), 2017, University of Hertfordshire

 Despite many Clinical Psychology training programmes utilizing reflective practice groups as part of clinical training, there remains little research examining the experiences of such groups… (more)

Subjects/Keywords: 616.89; Reflective Practice; Reflection; Clinical Psychology; Clinical Psychology training; Reflective learning

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APA (6th Edition):

Lyons, A. (2017). The experiences of reflective practice groups as part of doctoral Clinical Psychology training : an IPA study. (Doctoral Dissertation). University of Hertfordshire. Retrieved from http://hdl.handle.net/2299/19512

Chicago Manual of Style (16th Edition):

Lyons, Amy. “The experiences of reflective practice groups as part of doctoral Clinical Psychology training : an IPA study.” 2017. Doctoral Dissertation, University of Hertfordshire. Accessed October 22, 2019. http://hdl.handle.net/2299/19512.

MLA Handbook (7th Edition):

Lyons, Amy. “The experiences of reflective practice groups as part of doctoral Clinical Psychology training : an IPA study.” 2017. Web. 22 Oct 2019.

Vancouver:

Lyons A. The experiences of reflective practice groups as part of doctoral Clinical Psychology training : an IPA study. [Internet] [Doctoral dissertation]. University of Hertfordshire; 2017. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2299/19512.

Council of Science Editors:

Lyons A. The experiences of reflective practice groups as part of doctoral Clinical Psychology training : an IPA study. [Doctoral Dissertation]. University of Hertfordshire; 2017. Available from: http://hdl.handle.net/2299/19512


University of Oxford

21. Cooper, Nicholas M. D. Are interpretations of syntactic ambiguities under working memory load "good-enough"? : evidence from eye movements.

Degree: PhD, 2017, University of Oxford

 Syntactically ambiguous sentences offer an insight into how sentences generally are processed, by examining how readers recognise and reanalyse the ambiguity. However, it is only… (more)

Subjects/Keywords: Experimental psychology; Psychology of reading; Cognitive psychology; Psycholinguistics; Psychology and ageing

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APA (6th Edition):

Cooper, N. M. D. (2017). Are interpretations of syntactic ambiguities under working memory load "good-enough"? : evidence from eye movements. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:dafa8073-b208-4453-b25d-967ae5b1a461 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740947

Chicago Manual of Style (16th Edition):

Cooper, Nicholas M D. “Are interpretations of syntactic ambiguities under working memory load "good-enough"? : evidence from eye movements.” 2017. Doctoral Dissertation, University of Oxford. Accessed October 22, 2019. http://ora.ox.ac.uk/objects/uuid:dafa8073-b208-4453-b25d-967ae5b1a461 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740947.

MLA Handbook (7th Edition):

Cooper, Nicholas M D. “Are interpretations of syntactic ambiguities under working memory load "good-enough"? : evidence from eye movements.” 2017. Web. 22 Oct 2019.

Vancouver:

Cooper NMD. Are interpretations of syntactic ambiguities under working memory load "good-enough"? : evidence from eye movements. [Internet] [Doctoral dissertation]. University of Oxford; 2017. [cited 2019 Oct 22]. Available from: http://ora.ox.ac.uk/objects/uuid:dafa8073-b208-4453-b25d-967ae5b1a461 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740947.

Council of Science Editors:

Cooper NMD. Are interpretations of syntactic ambiguities under working memory load "good-enough"? : evidence from eye movements. [Doctoral Dissertation]. University of Oxford; 2017. Available from: http://ora.ox.ac.uk/objects/uuid:dafa8073-b208-4453-b25d-967ae5b1a461 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740947


University of Stirling

22. O'Sullivan, Eóin P. A comparative approach to social learning from the bottom up.

Degree: PhD, 2015, University of Stirling

 The aim of this thesis is to examine the cognitive processes of social learning from the bottom up. In the field of comparative psychology, an… (more)

Subjects/Keywords: social learning; comparative psychology; capuchin monkeys; automatic imitation; behavioural synchrony; social contagion; developmental psychology; Social learning; Psychology, Comparative; Capuchin monkeys Behavior

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APA (6th Edition):

O'Sullivan, E. P. (2015). A comparative approach to social learning from the bottom up. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/22956

Chicago Manual of Style (16th Edition):

O'Sullivan, Eóin P. “A comparative approach to social learning from the bottom up.” 2015. Doctoral Dissertation, University of Stirling. Accessed October 22, 2019. http://hdl.handle.net/1893/22956.

MLA Handbook (7th Edition):

O'Sullivan, Eóin P. “A comparative approach to social learning from the bottom up.” 2015. Web. 22 Oct 2019.

Vancouver:

O'Sullivan EP. A comparative approach to social learning from the bottom up. [Internet] [Doctoral dissertation]. University of Stirling; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1893/22956.

Council of Science Editors:

O'Sullivan EP. A comparative approach to social learning from the bottom up. [Doctoral Dissertation]. University of Stirling; 2015. Available from: http://hdl.handle.net/1893/22956


University of Oxford

23. Litt, Robin A. On the role of paired associate learning in reading development.

Degree: PhD, 2013, University of Oxford

 Recent research suggests that visual-verbal paired associate learning (PAL) taps a crossmodal associative learning mechanism involved in reading acquisition. However, evidence from children with dyslexia… (more)

Subjects/Keywords: 155.4; Psychology; Cognitive development; Developmental psychology; Experimental psychology; Learning; Language and cognitive development; Dyslexia; Paired associate learning; Reading development; Phonological deficit

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APA (6th Edition):

Litt, R. A. (2013). On the role of paired associate learning in reading development. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:e2ba6047-8c48-45c1-a309-98367126f119 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604429

Chicago Manual of Style (16th Edition):

Litt, Robin A. “On the role of paired associate learning in reading development.” 2013. Doctoral Dissertation, University of Oxford. Accessed October 22, 2019. http://ora.ox.ac.uk/objects/uuid:e2ba6047-8c48-45c1-a309-98367126f119 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604429.

MLA Handbook (7th Edition):

Litt, Robin A. “On the role of paired associate learning in reading development.” 2013. Web. 22 Oct 2019.

Vancouver:

Litt RA. On the role of paired associate learning in reading development. [Internet] [Doctoral dissertation]. University of Oxford; 2013. [cited 2019 Oct 22]. Available from: http://ora.ox.ac.uk/objects/uuid:e2ba6047-8c48-45c1-a309-98367126f119 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604429.

Council of Science Editors:

Litt RA. On the role of paired associate learning in reading development. [Doctoral Dissertation]. University of Oxford; 2013. Available from: http://ora.ox.ac.uk/objects/uuid:e2ba6047-8c48-45c1-a309-98367126f119 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604429


University College London (University of London)

24. Brand, Sarah Louise. Task switching and distractibility.

Degree: PhD, 2008, University College London (University of London)

 In this thesis I examined the effects of task switching on people's ability to ignore irrelevant distractors. Load theory proposes that distractor interference critically depends… (more)

Subjects/Keywords: 150.724; Department of Psychology

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APA (6th Edition):

Brand, S. L. (2008). Task switching and distractibility. (Doctoral Dissertation). University College London (University of London). Retrieved from http://discovery.ucl.ac.uk/1444120/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498580

Chicago Manual of Style (16th Edition):

Brand, Sarah Louise. “Task switching and distractibility.” 2008. Doctoral Dissertation, University College London (University of London). Accessed October 22, 2019. http://discovery.ucl.ac.uk/1444120/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498580.

MLA Handbook (7th Edition):

Brand, Sarah Louise. “Task switching and distractibility.” 2008. Web. 22 Oct 2019.

Vancouver:

Brand SL. Task switching and distractibility. [Internet] [Doctoral dissertation]. University College London (University of London); 2008. [cited 2019 Oct 22]. Available from: http://discovery.ucl.ac.uk/1444120/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498580.

Council of Science Editors:

Brand SL. Task switching and distractibility. [Doctoral Dissertation]. University College London (University of London); 2008. Available from: http://discovery.ucl.ac.uk/1444120/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498580

25. Rayner, Linda Anne. A critical evaluation of students' attitudes to electronic learning at the University of Chester.

Degree: PhD, 2007, University of Chester

 The research described in this thesis reports the results of a study into the adoption of e-learning strategies based on the use of the World… (more)

Subjects/Keywords: 378.00285; e-learning : University of Chester

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APA (6th Edition):

Rayner, L. A. (2007). A critical evaluation of students' attitudes to electronic learning at the University of Chester. (Doctoral Dissertation). University of Chester. Retrieved from http://hdl.handle.net/10034/66897

Chicago Manual of Style (16th Edition):

Rayner, Linda Anne. “A critical evaluation of students' attitudes to electronic learning at the University of Chester.” 2007. Doctoral Dissertation, University of Chester. Accessed October 22, 2019. http://hdl.handle.net/10034/66897.

MLA Handbook (7th Edition):

Rayner, Linda Anne. “A critical evaluation of students' attitudes to electronic learning at the University of Chester.” 2007. Web. 22 Oct 2019.

Vancouver:

Rayner LA. A critical evaluation of students' attitudes to electronic learning at the University of Chester. [Internet] [Doctoral dissertation]. University of Chester; 2007. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10034/66897.

Council of Science Editors:

Rayner LA. A critical evaluation of students' attitudes to electronic learning at the University of Chester. [Doctoral Dissertation]. University of Chester; 2007. Available from: http://hdl.handle.net/10034/66897


University of Oxford

26. Byrom, Nicola. Towards an understanding of the role of associative learning in risk for mental health problems.

Degree: PhD, 2012, University of Oxford

 The ability to prioritize information enables us to think and take action without being overwhelmed by external stimuli or internal thoughts and feelings. Neuroticism is… (more)

Subjects/Keywords: 616.89; Experimental psychology; Learning; Psychological medicine; Stress; Emotion; Cognition; Behavioural Neuroscience; Attention; associative learning; individual differences; neuroticism; emotion processing; configural learning

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APA (6th Edition):

Byrom, N. (2012). Towards an understanding of the role of associative learning in risk for mental health problems. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:2d566024-1215-49e3-b1d6-666a8f99838b ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.581051

Chicago Manual of Style (16th Edition):

Byrom, Nicola. “Towards an understanding of the role of associative learning in risk for mental health problems.” 2012. Doctoral Dissertation, University of Oxford. Accessed October 22, 2019. http://ora.ox.ac.uk/objects/uuid:2d566024-1215-49e3-b1d6-666a8f99838b ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.581051.

MLA Handbook (7th Edition):

Byrom, Nicola. “Towards an understanding of the role of associative learning in risk for mental health problems.” 2012. Web. 22 Oct 2019.

Vancouver:

Byrom N. Towards an understanding of the role of associative learning in risk for mental health problems. [Internet] [Doctoral dissertation]. University of Oxford; 2012. [cited 2019 Oct 22]. Available from: http://ora.ox.ac.uk/objects/uuid:2d566024-1215-49e3-b1d6-666a8f99838b ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.581051.

Council of Science Editors:

Byrom N. Towards an understanding of the role of associative learning in risk for mental health problems. [Doctoral Dissertation]. University of Oxford; 2012. Available from: http://ora.ox.ac.uk/objects/uuid:2d566024-1215-49e3-b1d6-666a8f99838b ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.581051


University of Exeter

27. Curtis, Bryony. The effects of exposure to domestic abuse on adolescents' relationship attitudes and reasoning of abusive behaviour, and an evaluation of an intervention programme for those who are displaying perpetrator behaviours.

Degree: Thesis (D.Ed.Psy.), 2010, University of Exeter

 Paper one: The attitudes and reasoning of abusive behaviour in adolescents who have been exposed to domestic abuse Exposure to domestic abuse in childhood can… (more)

Subjects/Keywords: 370.15; domestic abuse : domestic violence : adolescence : relationship attitudes : reasoning of abusive behaviour : abusive behaviour : perpetrator behaviours : group intervention : cognitive-behavioural : pragmatic : Cultural Spillover Theory : Social Learning Theory : Intergenerational Transmission of Violence : educational psychology

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APA (6th Edition):

Curtis, B. (2010). The effects of exposure to domestic abuse on adolescents' relationship attitudes and reasoning of abusive behaviour, and an evaluation of an intervention programme for those who are displaying perpetrator behaviours. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/117753

Chicago Manual of Style (16th Edition):

Curtis, Bryony. “The effects of exposure to domestic abuse on adolescents' relationship attitudes and reasoning of abusive behaviour, and an evaluation of an intervention programme for those who are displaying perpetrator behaviours.” 2010. Doctoral Dissertation, University of Exeter. Accessed October 22, 2019. http://hdl.handle.net/10036/117753.

MLA Handbook (7th Edition):

Curtis, Bryony. “The effects of exposure to domestic abuse on adolescents' relationship attitudes and reasoning of abusive behaviour, and an evaluation of an intervention programme for those who are displaying perpetrator behaviours.” 2010. Web. 22 Oct 2019.

Vancouver:

Curtis B. The effects of exposure to domestic abuse on adolescents' relationship attitudes and reasoning of abusive behaviour, and an evaluation of an intervention programme for those who are displaying perpetrator behaviours. [Internet] [Doctoral dissertation]. University of Exeter; 2010. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10036/117753.

Council of Science Editors:

Curtis B. The effects of exposure to domestic abuse on adolescents' relationship attitudes and reasoning of abusive behaviour, and an evaluation of an intervention programme for those who are displaying perpetrator behaviours. [Doctoral Dissertation]. University of Exeter; 2010. Available from: http://hdl.handle.net/10036/117753

28. Puchalska, Sylvia. The Mother and The Child Clinical Psychologist: a Discursive Analysis of Professional Conversations .

Degree: 2012, University of Hertfordshire

 Aim Motherhood is placed under a lens by society: mothers are expected to fit within narrowly defined characteristics which dictate who mothers should be and… (more)

Subjects/Keywords: motherhood; discourse analysis; clinical psychology; feminism; psychology of women; critical psychology

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APA (6th Edition):

Puchalska, S. (2012). The Mother and The Child Clinical Psychologist: a Discursive Analysis of Professional Conversations . (Thesis). University of Hertfordshire. Retrieved from http://hdl.handle.net/2299/7761

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):

Puchalska, Sylvia. “The Mother and The Child Clinical Psychologist: a Discursive Analysis of Professional Conversations .” 2012. Thesis, University of Hertfordshire. Accessed October 22, 2019. http://hdl.handle.net/2299/7761.

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

MLA Handbook (7th Edition):

Puchalska, Sylvia. “The Mother and The Child Clinical Psychologist: a Discursive Analysis of Professional Conversations .” 2012. Web. 22 Oct 2019.

Vancouver:

Puchalska S. The Mother and The Child Clinical Psychologist: a Discursive Analysis of Professional Conversations . [Internet] [Thesis]. University of Hertfordshire; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2299/7761.

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

Council of Science Editors:

Puchalska S. The Mother and The Child Clinical Psychologist: a Discursive Analysis of Professional Conversations . [Thesis]. University of Hertfordshire; 2012. Available from: http://hdl.handle.net/2299/7761

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

29. Reynolds, Gemma. Processes and mechanisms of stimulus over-selectivity.

Degree: PhD, 2011, Swansea University

 Stimulus over-selectivity refers to the phenomenon whereby behaviour becomes controlled by one element of the environment at the expense of other equally salient aspects of… (more)

Subjects/Keywords: 150; Autism spectrum disorders; Learning disabilities; Behaviorism (Psychology)

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APA (6th Edition):

Reynolds, G. (2011). Processes and mechanisms of stimulus over-selectivity. (Doctoral Dissertation). Swansea University. Retrieved from https://cronfa.swan.ac.uk/Record/cronfa43097 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678417

Chicago Manual of Style (16th Edition):

Reynolds, Gemma. “Processes and mechanisms of stimulus over-selectivity.” 2011. Doctoral Dissertation, Swansea University. Accessed October 22, 2019. https://cronfa.swan.ac.uk/Record/cronfa43097 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678417.

MLA Handbook (7th Edition):

Reynolds, Gemma. “Processes and mechanisms of stimulus over-selectivity.” 2011. Web. 22 Oct 2019.

Vancouver:

Reynolds G. Processes and mechanisms of stimulus over-selectivity. [Internet] [Doctoral dissertation]. Swansea University; 2011. [cited 2019 Oct 22]. Available from: https://cronfa.swan.ac.uk/Record/cronfa43097 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678417.

Council of Science Editors:

Reynolds G. Processes and mechanisms of stimulus over-selectivity. [Doctoral Dissertation]. Swansea University; 2011. Available from: https://cronfa.swan.ac.uk/Record/cronfa43097 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678417


University of Stirling

30. Drew, Valerie. Perceptions and possibilities: a school community's imaginings for a future 'curriculum for excellence'.

Degree: EdD, School of Education, 2013, University of Stirling

 This thesis reports research undertaken to explore a school community’s imaginings for secondary education for future generations. The research was designed to trouble the seemingly… (more)

Subjects/Keywords: imagination; creativity; Deleuze; curriculum; Learning Educational psychology; Educational sociology

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

APA (6th Edition):

Drew, V. (2013). Perceptions and possibilities: a school community's imaginings for a future 'curriculum for excellence'. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/13190

Chicago Manual of Style (16th Edition):

Drew, Valerie. “Perceptions and possibilities: a school community's imaginings for a future 'curriculum for excellence'.” 2013. Doctoral Dissertation, University of Stirling. Accessed October 22, 2019. http://hdl.handle.net/1893/13190.

MLA Handbook (7th Edition):

Drew, Valerie. “Perceptions and possibilities: a school community's imaginings for a future 'curriculum for excellence'.” 2013. Web. 22 Oct 2019.

Vancouver:

Drew V. Perceptions and possibilities: a school community's imaginings for a future 'curriculum for excellence'. [Internet] [Doctoral dissertation]. University of Stirling; 2013. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1893/13190.

Council of Science Editors:

Drew V. Perceptions and possibilities: a school community's imaginings for a future 'curriculum for excellence'. [Doctoral Dissertation]. University of Stirling; 2013. Available from: http://hdl.handle.net/1893/13190

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