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You searched for subject:(Learning Psychology of ). Showing records 1 – 30 of 133370 total matches.

[1] [2] [3] [4] [5] … [4446]

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University of Hawaii – Manoa

1. Norton, Ruth Elaine. The influence of instructions on relationships between abilities and performance in a concept identification task.

Degree: PhD, 2009, University of Hawaii – Manoa

Typescript.

Bibliography: leaves [69]-71.

Microfiche.

v, 71 leaves, 3 leaves of plates col. ill

Trabasso and Bower's (1968) model of attention and their redundant relevant… (more)

Subjects/Keywords: Concept learning; Learning, Psychology of

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APA (6th Edition):

Norton, R. E. (2009). The influence of instructions on relationships between abilities and performance in a concept identification task. (Doctoral Dissertation). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/11572

Chicago Manual of Style (16th Edition):

Norton, Ruth Elaine. “The influence of instructions on relationships between abilities and performance in a concept identification task.” 2009. Doctoral Dissertation, University of Hawaii – Manoa. Accessed October 19, 2019. http://hdl.handle.net/10125/11572.

MLA Handbook (7th Edition):

Norton, Ruth Elaine. “The influence of instructions on relationships between abilities and performance in a concept identification task.” 2009. Web. 19 Oct 2019.

Vancouver:

Norton RE. The influence of instructions on relationships between abilities and performance in a concept identification task. [Internet] [Doctoral dissertation]. University of Hawaii – Manoa; 2009. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10125/11572.

Council of Science Editors:

Norton RE. The influence of instructions on relationships between abilities and performance in a concept identification task. [Doctoral Dissertation]. University of Hawaii – Manoa; 2009. Available from: http://hdl.handle.net/10125/11572


University of Oklahoma

2. Hughes, Michael G. Promoting Adaptive Performance through Learner-Controlled Practice Difficulty and Individualized Challenge: A Latent Growth Modeling Approach.

Degree: PhD, 2012, University of Oklahoma

 In any learner-controlled, active learning environment, the choices one makes can influence both the objective training difficulty and individualized levels of trainee challenge faced during… (more)

Subjects/Keywords: Active learning; Learning, Psychology of

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APA (6th Edition):

Hughes, M. G. (2012). Promoting Adaptive Performance through Learner-Controlled Practice Difficulty and Individualized Challenge: A Latent Growth Modeling Approach. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/320207

Chicago Manual of Style (16th Edition):

Hughes, Michael G. “Promoting Adaptive Performance through Learner-Controlled Practice Difficulty and Individualized Challenge: A Latent Growth Modeling Approach.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed October 19, 2019. http://hdl.handle.net/11244/320207.

MLA Handbook (7th Edition):

Hughes, Michael G. “Promoting Adaptive Performance through Learner-Controlled Practice Difficulty and Individualized Challenge: A Latent Growth Modeling Approach.” 2012. Web. 19 Oct 2019.

Vancouver:

Hughes MG. Promoting Adaptive Performance through Learner-Controlled Practice Difficulty and Individualized Challenge: A Latent Growth Modeling Approach. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/11244/320207.

Council of Science Editors:

Hughes MG. Promoting Adaptive Performance through Learner-Controlled Practice Difficulty and Individualized Challenge: A Latent Growth Modeling Approach. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/320207


University of Hawaii

3. Mordock, John Bayley. The effects of variations in task, practice conditions and mental age on the learning of subnormal and average subjects.

Degree: PhD, 2009, University of Hawaii

Typescript.

Bibliography: leaves [100]-105.

vii, 105 l tables

The purpose of this study was to determine if subnormal Ss would perform better under distributed than… (more)

Subjects/Keywords: Learning; Psychology of

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APA (6th Edition):

Mordock, J. B. (2009). The effects of variations in task, practice conditions and mental age on the learning of subnormal and average subjects. (Doctoral Dissertation). University of Hawaii. Retrieved from http://hdl.handle.net/10125/11932

Chicago Manual of Style (16th Edition):

Mordock, John Bayley. “The effects of variations in task, practice conditions and mental age on the learning of subnormal and average subjects.” 2009. Doctoral Dissertation, University of Hawaii. Accessed October 19, 2019. http://hdl.handle.net/10125/11932.

MLA Handbook (7th Edition):

Mordock, John Bayley. “The effects of variations in task, practice conditions and mental age on the learning of subnormal and average subjects.” 2009. Web. 19 Oct 2019.

Vancouver:

Mordock JB. The effects of variations in task, practice conditions and mental age on the learning of subnormal and average subjects. [Internet] [Doctoral dissertation]. University of Hawaii; 2009. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10125/11932.

Council of Science Editors:

Mordock JB. The effects of variations in task, practice conditions and mental age on the learning of subnormal and average subjects. [Doctoral Dissertation]. University of Hawaii; 2009. Available from: http://hdl.handle.net/10125/11932


University of Hawaii – Manoa

4. Troy, Mark Edward. The function of imagery as a mediator in relational learning.

Degree: PhD, 2009, University of Hawaii – Manoa

Bibliography: leaves 139-147.

Microfiche.

x, 147 leaves, bound ill. 29 cm

Two general hypotheses were tested in a transposition experiment. One hypothesis was that individuals… (more)

Subjects/Keywords: Learning, Psychology of; Imagery (Psychology)

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APA (6th Edition):

Troy, M. E. (2009). The function of imagery as a mediator in relational learning. (Doctoral Dissertation). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/10186

Chicago Manual of Style (16th Edition):

Troy, Mark Edward. “The function of imagery as a mediator in relational learning.” 2009. Doctoral Dissertation, University of Hawaii – Manoa. Accessed October 19, 2019. http://hdl.handle.net/10125/10186.

MLA Handbook (7th Edition):

Troy, Mark Edward. “The function of imagery as a mediator in relational learning.” 2009. Web. 19 Oct 2019.

Vancouver:

Troy ME. The function of imagery as a mediator in relational learning. [Internet] [Doctoral dissertation]. University of Hawaii – Manoa; 2009. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10125/10186.

Council of Science Editors:

Troy ME. The function of imagery as a mediator in relational learning. [Doctoral Dissertation]. University of Hawaii – Manoa; 2009. Available from: http://hdl.handle.net/10125/10186


University of Hawaii – Manoa

5. Lam, David James. The efficacy of modeling, rehearsal, and reinforcement expectancy for training children in class-relevant skills.

Degree: PhD, 2009, University of Hawaii – Manoa

Typescript.

Bibliography: leaves 125-133.

x, 133 leaves ill

The present study assessed the efficacy of different training methods in effecting acquisition and generalization of a… (more)

Subjects/Keywords: Learning, Psychology of; Behaviorism (Psychology); Educational psychology

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APA (6th Edition):

Lam, D. J. (2009). The efficacy of modeling, rehearsal, and reinforcement expectancy for training children in class-relevant skills. (Doctoral Dissertation). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/11921

Chicago Manual of Style (16th Edition):

Lam, David James. “The efficacy of modeling, rehearsal, and reinforcement expectancy for training children in class-relevant skills.” 2009. Doctoral Dissertation, University of Hawaii – Manoa. Accessed October 19, 2019. http://hdl.handle.net/10125/11921.

MLA Handbook (7th Edition):

Lam, David James. “The efficacy of modeling, rehearsal, and reinforcement expectancy for training children in class-relevant skills.” 2009. Web. 19 Oct 2019.

Vancouver:

Lam DJ. The efficacy of modeling, rehearsal, and reinforcement expectancy for training children in class-relevant skills. [Internet] [Doctoral dissertation]. University of Hawaii – Manoa; 2009. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10125/11921.

Council of Science Editors:

Lam DJ. The efficacy of modeling, rehearsal, and reinforcement expectancy for training children in class-relevant skills. [Doctoral Dissertation]. University of Hawaii – Manoa; 2009. Available from: http://hdl.handle.net/10125/11921


University of Oklahoma

6. Landon, William Bywaters. ONLINE MEMORY UPDATING: INVESTIGATING DIRECTED FORGETTING.

Degree: PhD, 2013, University of Oklahoma

 Memory updating, defined as the replacement of outdated information with new information, is be achieved by both increasing the likelihood of remembering the new information… (more)

Subjects/Keywords: Memory; Cognition; Learning, Psychology of

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APA (6th Edition):

Landon, W. B. (2013). ONLINE MEMORY UPDATING: INVESTIGATING DIRECTED FORGETTING. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319074

Chicago Manual of Style (16th Edition):

Landon, William Bywaters. “ONLINE MEMORY UPDATING: INVESTIGATING DIRECTED FORGETTING.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed October 19, 2019. http://hdl.handle.net/11244/319074.

MLA Handbook (7th Edition):

Landon, William Bywaters. “ONLINE MEMORY UPDATING: INVESTIGATING DIRECTED FORGETTING.” 2013. Web. 19 Oct 2019.

Vancouver:

Landon WB. ONLINE MEMORY UPDATING: INVESTIGATING DIRECTED FORGETTING. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/11244/319074.

Council of Science Editors:

Landon WB. ONLINE MEMORY UPDATING: INVESTIGATING DIRECTED FORGETTING. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/319074


University of Hawaii

7. Carlson, Carl Gilbert. Extinction of conditioned meaning: support for a classical conditioning model of word meaning.

Degree: 2009, University of Hawaii

Typescript.

Bibliography: leaves 102-110.

vii, 110 l tables

A major theoretical proposition has been that the emotional meaning response elicited by a word will be… (more)

Subjects/Keywords: Learning, Psychology of; Meaning (Psychology); Verbal conditioning

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APA (6th Edition):

Carlson, C. G. (2009). Extinction of conditioned meaning: support for a classical conditioning model of word meaning. (Thesis). University of Hawaii. Retrieved from http://hdl.handle.net/10125/11940

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):

Carlson, Carl Gilbert. “Extinction of conditioned meaning: support for a classical conditioning model of word meaning.” 2009. Thesis, University of Hawaii. Accessed October 19, 2019. http://hdl.handle.net/10125/11940.

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

MLA Handbook (7th Edition):

Carlson, Carl Gilbert. “Extinction of conditioned meaning: support for a classical conditioning model of word meaning.” 2009. Web. 19 Oct 2019.

Vancouver:

Carlson CG. Extinction of conditioned meaning: support for a classical conditioning model of word meaning. [Internet] [Thesis]. University of Hawaii; 2009. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10125/11940.

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

Council of Science Editors:

Carlson CG. Extinction of conditioned meaning: support for a classical conditioning model of word meaning. [Thesis]. University of Hawaii; 2009. Available from: http://hdl.handle.net/10125/11940

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


University of North Carolina – Greensboro

8. Bettencourt, Kathleen M. An investigation of the test-impaired new learning effect with associative recognition.

Degree: 2016, University of North Carolina – Greensboro

 The test-impaired new learning (TINL) effect occurs when immediately after a test of old information, new information is presented to the learner. The effect, discovered… (more)

Subjects/Keywords: Memory – Testing; Recollection (Psychology); Learning, Psychology of

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APA (6th Edition):

Bettencourt, K. M. (2016). An investigation of the test-impaired new learning effect with associative recognition. (Masters Thesis). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21329

Chicago Manual of Style (16th Edition):

Bettencourt, Kathleen M. “An investigation of the test-impaired new learning effect with associative recognition.” 2016. Masters Thesis, University of North Carolina – Greensboro. Accessed October 19, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21329.

MLA Handbook (7th Edition):

Bettencourt, Kathleen M. “An investigation of the test-impaired new learning effect with associative recognition.” 2016. Web. 19 Oct 2019.

Vancouver:

Bettencourt KM. An investigation of the test-impaired new learning effect with associative recognition. [Internet] [Masters thesis]. University of North Carolina – Greensboro; 2016. [cited 2019 Oct 19]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21329.

Council of Science Editors:

Bettencourt KM. An investigation of the test-impaired new learning effect with associative recognition. [Masters Thesis]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21329


Central Connecticut State University

9. Anderson, Carlye Rebecca, 1978-. Impact of classical music on student learing.

Degree: Department of Physical Education and Human Performance, 2010, Central Connecticut State University

 The purpose of this study was to determine if classical music impacts student learning. The goal was to find out if students who listen to… (more)

Subjects/Keywords: Music, Influence of; Learning, Psychology of

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APA (6th Edition):

Anderson, Carlye Rebecca, 1. (2010). Impact of classical music on student learing. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1310

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

Chicago Manual of Style (16th Edition):

Anderson, Carlye Rebecca, 1978-. “Impact of classical music on student learing.” 2010. Thesis, Central Connecticut State University. Accessed October 19, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1310.

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

MLA Handbook (7th Edition):

Anderson, Carlye Rebecca, 1978-. “Impact of classical music on student learing.” 2010. Web. 19 Oct 2019.

Vancouver:

Anderson, Carlye Rebecca 1. Impact of classical music on student learing. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2019 Oct 19]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1310.

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

Council of Science Editors:

Anderson, Carlye Rebecca 1. Impact of classical music on student learing. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1310

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


University of Pennsylvania

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

Degree: 2018, University of Pennsylvania

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Jeong, Jeein. “Young Children’s Understanding Of Learning And Its Relation To Their Own Learning.” 2018. Thesis, University of Pennsylvania. Accessed October 19, 2019. https://repository.upenn.edu/edissertations/2989.

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

MLA Handbook (7th Edition):

Jeong, Jeein. “Young Children’s Understanding Of Learning And Its Relation To Their Own Learning.” 2018. Web. 19 Oct 2019.

Vancouver:

Jeong J. Young Children’s Understanding Of Learning And Its Relation To Their Own Learning. [Internet] [Thesis]. University of Pennsylvania; 2018. [cited 2019 Oct 19]. Available from: https://repository.upenn.edu/edissertations/2989.

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

Council of Science Editors:

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

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


Columbia University

11. Crew, Christopher. The Behavioral and Neural Effects of Rejection Sensitivity on Selective Attention and Feedback-Based Learning.

Degree: 2014, Columbia University

 Gaining acceptance and avoiding rejection is arguably one the most fundamental and challenging relational tasks that we face. Given the importance of close relationships, an… (more)

Subjects/Keywords: Learning, Psychology of – Research; Rejection (Psychology); Feedback (Psychology); Psychology

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APA (6th Edition):

Crew, C. (2014). The Behavioral and Neural Effects of Rejection Sensitivity on Selective Attention and Feedback-Based Learning. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D83J3B4J

Chicago Manual of Style (16th Edition):

Crew, Christopher. “The Behavioral and Neural Effects of Rejection Sensitivity on Selective Attention and Feedback-Based Learning.” 2014. Doctoral Dissertation, Columbia University. Accessed October 19, 2019. https://doi.org/10.7916/D83J3B4J.

MLA Handbook (7th Edition):

Crew, Christopher. “The Behavioral and Neural Effects of Rejection Sensitivity on Selective Attention and Feedback-Based Learning.” 2014. Web. 19 Oct 2019.

Vancouver:

Crew C. The Behavioral and Neural Effects of Rejection Sensitivity on Selective Attention and Feedback-Based Learning. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2019 Oct 19]. Available from: https://doi.org/10.7916/D83J3B4J.

Council of Science Editors:

Crew C. The Behavioral and Neural Effects of Rejection Sensitivity on Selective Attention and Feedback-Based Learning. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D83J3B4J


Washington University in St. Louis

12. Tekin, Elif Eylul. Do Learners Have Insight into the Levels of Processing Effect? Exploring Unresolved Levels of Processing Phenomena with Judgments of Learning.

Degree: MA(AM/MA), Psychology, 2017, Washington University in St. Louis

  The levels of processing (LOP) effect shows that semantic processing leads to better retention than other types of processing. The effect is routinely obtained… (more)

Subjects/Keywords: levels of processing, judgments of learning, metacognition, intentional learning; Cognitive Psychology

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APA (6th Edition):

Tekin, E. E. (2017). Do Learners Have Insight into the Levels of Processing Effect? Exploring Unresolved Levels of Processing Phenomena with Judgments of Learning. (Thesis). Washington University in St. Louis. Retrieved from https://openscholarship.wustl.edu/art_sci_etds/1172

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):

Tekin, Elif Eylul. “Do Learners Have Insight into the Levels of Processing Effect? Exploring Unresolved Levels of Processing Phenomena with Judgments of Learning.” 2017. Thesis, Washington University in St. Louis. Accessed October 19, 2019. https://openscholarship.wustl.edu/art_sci_etds/1172.

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

MLA Handbook (7th Edition):

Tekin, Elif Eylul. “Do Learners Have Insight into the Levels of Processing Effect? Exploring Unresolved Levels of Processing Phenomena with Judgments of Learning.” 2017. Web. 19 Oct 2019.

Vancouver:

Tekin EE. Do Learners Have Insight into the Levels of Processing Effect? Exploring Unresolved Levels of Processing Phenomena with Judgments of Learning. [Internet] [Thesis]. Washington University in St. Louis; 2017. [cited 2019 Oct 19]. Available from: https://openscholarship.wustl.edu/art_sci_etds/1172.

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

Council of Science Editors:

Tekin EE. Do Learners Have Insight into the Levels of Processing Effect? Exploring Unresolved Levels of Processing Phenomena with Judgments of Learning. [Thesis]. Washington University in St. Louis; 2017. Available from: https://openscholarship.wustl.edu/art_sci_etds/1172

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


Columbia University

13. Hranchuk, Kieva Sofia. Instructional Demonstrations are More Effective Than Consequences Alone for Children with Naming.

Degree: 2016, Columbia University

 In Experiment 1, a demonstration study, I first tested the number of exposures to incidental learning conditions (naming experiences) required for 4 typically developing preschool-aged… (more)

Subjects/Keywords: Child development – Psychological aspects; Child development; Learning; Learning, Psychology of; Psychology; Education; Developmental psychology

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

APA (6th Edition):

Hranchuk, K. S. (2016). Instructional Demonstrations are More Effective Than Consequences Alone for Children with Naming. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8SX6D5Z

Chicago Manual of Style (16th Edition):

Hranchuk, Kieva Sofia. “Instructional Demonstrations are More Effective Than Consequences Alone for Children with Naming.” 2016. Doctoral Dissertation, Columbia University. Accessed October 19, 2019. https://doi.org/10.7916/D8SX6D5Z.

MLA Handbook (7th Edition):

Hranchuk, Kieva Sofia. “Instructional Demonstrations are More Effective Than Consequences Alone for Children with Naming.” 2016. Web. 19 Oct 2019.

Vancouver:

Hranchuk KS. Instructional Demonstrations are More Effective Than Consequences Alone for Children with Naming. [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2019 Oct 19]. Available from: https://doi.org/10.7916/D8SX6D5Z.

Council of Science Editors:

Hranchuk KS. Instructional Demonstrations are More Effective Than Consequences Alone for Children with Naming. [Doctoral Dissertation]. Columbia University; 2016. Available from: https://doi.org/10.7916/D8SX6D5Z

14. Tomczak, Rodney Louis. The Effects of Problem-based Learning on National Board Scores, Clinical Evaluations and Residency Selection of Medical Students .

Degree: 1991, Drake U

 Problem Statement: There is much support in the literature that medical students are not able to remember facts taught during the first two years of… (more)

Subjects/Keywords: Learning; Psychology of

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APA (6th Edition):

Tomczak, R. L. (1991). The Effects of Problem-based Learning on National Board Scores, Clinical Evaluations and Residency Selection of Medical Students . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/711

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):

Tomczak, Rodney Louis. “The Effects of Problem-based Learning on National Board Scores, Clinical Evaluations and Residency Selection of Medical Students .” 1991. Thesis, Drake U. Accessed October 19, 2019. http://hdl.handle.net/2092/711.

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

MLA Handbook (7th Edition):

Tomczak, Rodney Louis. “The Effects of Problem-based Learning on National Board Scores, Clinical Evaluations and Residency Selection of Medical Students .” 1991. Web. 19 Oct 2019.

Vancouver:

Tomczak RL. The Effects of Problem-based Learning on National Board Scores, Clinical Evaluations and Residency Selection of Medical Students . [Internet] [Thesis]. Drake U; 1991. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2092/711.

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

Council of Science Editors:

Tomczak RL. The Effects of Problem-based Learning on National Board Scores, Clinical Evaluations and Residency Selection of Medical Students . [Thesis]. Drake U; 1991. Available from: http://hdl.handle.net/2092/711

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


Oregon State University

15. Prakhongchit, Taworn. Effects of rest pause interruption upon learning and attitudes with instruction via self-instruction with multi-media programs.

Degree: PhD, Education, 1979, Oregon State University

Subjects/Keywords: Learning; Psychology of

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

APA (6th Edition):

Prakhongchit, T. (1979). Effects of rest pause interruption upon learning and attitudes with instruction via self-instruction with multi-media programs. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/42935

Chicago Manual of Style (16th Edition):

Prakhongchit, Taworn. “Effects of rest pause interruption upon learning and attitudes with instruction via self-instruction with multi-media programs.” 1979. Doctoral Dissertation, Oregon State University. Accessed October 19, 2019. http://hdl.handle.net/1957/42935.

MLA Handbook (7th Edition):

Prakhongchit, Taworn. “Effects of rest pause interruption upon learning and attitudes with instruction via self-instruction with multi-media programs.” 1979. Web. 19 Oct 2019.

Vancouver:

Prakhongchit T. Effects of rest pause interruption upon learning and attitudes with instruction via self-instruction with multi-media programs. [Internet] [Doctoral dissertation]. Oregon State University; 1979. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1957/42935.

Council of Science Editors:

Prakhongchit T. Effects of rest pause interruption upon learning and attitudes with instruction via self-instruction with multi-media programs. [Doctoral Dissertation]. Oregon State University; 1979. Available from: http://hdl.handle.net/1957/42935


Oregon State University

16. Kruse, Vernon Judson. A study of the laws of learning.

Degree: MS, Education, 1934, Oregon State University

Subjects/Keywords: Learning; Psychology of

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APA (6th Edition):

Kruse, V. J. (1934). A study of the laws of learning. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/52068

Chicago Manual of Style (16th Edition):

Kruse, Vernon Judson. “A study of the laws of learning.” 1934. Masters Thesis, Oregon State University. Accessed October 19, 2019. http://hdl.handle.net/1957/52068.

MLA Handbook (7th Edition):

Kruse, Vernon Judson. “A study of the laws of learning.” 1934. Web. 19 Oct 2019.

Vancouver:

Kruse VJ. A study of the laws of learning. [Internet] [Masters thesis]. Oregon State University; 1934. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1957/52068.

Council of Science Editors:

Kruse VJ. A study of the laws of learning. [Masters Thesis]. Oregon State University; 1934. Available from: http://hdl.handle.net/1957/52068


Oregon State University

17. Clukey, Darrell Frank. Comparing the performance between high school students with esteem needs and those with security needs in solving a problem through insight in a verbal learning situation.

Degree: EdD, Education, 1977, Oregon State University

 The purpose of this study was to compare the performance between high school students with esteem needs and those with security needs in discovering a… (more)

Subjects/Keywords: Learning; Psychology of

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APA (6th Edition):

Clukey, D. F. (1977). Comparing the performance between high school students with esteem needs and those with security needs in solving a problem through insight in a verbal learning situation. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/43573

Chicago Manual of Style (16th Edition):

Clukey, Darrell Frank. “Comparing the performance between high school students with esteem needs and those with security needs in solving a problem through insight in a verbal learning situation.” 1977. Doctoral Dissertation, Oregon State University. Accessed October 19, 2019. http://hdl.handle.net/1957/43573.

MLA Handbook (7th Edition):

Clukey, Darrell Frank. “Comparing the performance between high school students with esteem needs and those with security needs in solving a problem through insight in a verbal learning situation.” 1977. Web. 19 Oct 2019.

Vancouver:

Clukey DF. Comparing the performance between high school students with esteem needs and those with security needs in solving a problem through insight in a verbal learning situation. [Internet] [Doctoral dissertation]. Oregon State University; 1977. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1957/43573.

Council of Science Editors:

Clukey DF. Comparing the performance between high school students with esteem needs and those with security needs in solving a problem through insight in a verbal learning situation. [Doctoral Dissertation]. Oregon State University; 1977. Available from: http://hdl.handle.net/1957/43573


University of Hawaii

18. Brewer, Barbara Anne. Continuous complex learning of pre-school children.

Degree: PhD, 2009, University of Hawaii

Typescript.

Bibliography: leaves [105]-109.

iii, 109 l illus., graphs, tables

Instrumental conditioning studies with children have largely been restricted to simple responses. A complete learning(more)

Subjects/Keywords: Learning, Psychology of; Cognition in children

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APA (6th Edition):

Brewer, B. A. (2009). Continuous complex learning of pre-school children. (Doctoral Dissertation). University of Hawaii. Retrieved from http://hdl.handle.net/10125/11553

Chicago Manual of Style (16th Edition):

Brewer, Barbara Anne. “Continuous complex learning of pre-school children.” 2009. Doctoral Dissertation, University of Hawaii. Accessed October 19, 2019. http://hdl.handle.net/10125/11553.

MLA Handbook (7th Edition):

Brewer, Barbara Anne. “Continuous complex learning of pre-school children.” 2009. Web. 19 Oct 2019.

Vancouver:

Brewer BA. Continuous complex learning of pre-school children. [Internet] [Doctoral dissertation]. University of Hawaii; 2009. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10125/11553.

Council of Science Editors:

Brewer BA. Continuous complex learning of pre-school children. [Doctoral Dissertation]. University of Hawaii; 2009. Available from: http://hdl.handle.net/10125/11553


Montana State University

19. Ala, Roger Edwin. The effect of two-category reversal and non-reversal pre-training shift learning in card sorting of four-category reversal and non-reversal shift learning.

Degree: College of Letters & Science, 1973, Montana State University

Subjects/Keywords: Learning; Psychology of.

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APA (6th Edition):

Ala, R. E. (1973). The effect of two-category reversal and non-reversal pre-training shift learning in card sorting of four-category reversal and non-reversal shift learning. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/4735

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):

Ala, Roger Edwin. “The effect of two-category reversal and non-reversal pre-training shift learning in card sorting of four-category reversal and non-reversal shift learning.” 1973. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/4735.

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

MLA Handbook (7th Edition):

Ala, Roger Edwin. “The effect of two-category reversal and non-reversal pre-training shift learning in card sorting of four-category reversal and non-reversal shift learning.” 1973. Web. 19 Oct 2019.

Vancouver:

Ala RE. The effect of two-category reversal and non-reversal pre-training shift learning in card sorting of four-category reversal and non-reversal shift learning. [Internet] [Thesis]. Montana State University; 1973. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/4735.

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

Council of Science Editors:

Ala RE. The effect of two-category reversal and non-reversal pre-training shift learning in card sorting of four-category reversal and non-reversal shift learning. [Thesis]. Montana State University; 1973. Available from: https://scholarworks.montana.edu/xmlui/handle/1/4735

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


Montana Tech

20. Allison, James Parkhurst. Role of stimulus familiarization in nonverbal selective learning.

Degree: MA, 1965, Montana Tech

Subjects/Keywords: Learning; Psychology of.

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APA (6th Edition):

Allison, J. P. (1965). Role of stimulus familiarization in nonverbal selective learning. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/4946

Chicago Manual of Style (16th Edition):

Allison, James Parkhurst. “Role of stimulus familiarization in nonverbal selective learning.” 1965. Masters Thesis, Montana Tech. Accessed October 19, 2019. https://scholarworks.umt.edu/etd/4946.

MLA Handbook (7th Edition):

Allison, James Parkhurst. “Role of stimulus familiarization in nonverbal selective learning.” 1965. Web. 19 Oct 2019.

Vancouver:

Allison JP. Role of stimulus familiarization in nonverbal selective learning. [Internet] [Masters thesis]. Montana Tech; 1965. [cited 2019 Oct 19]. Available from: https://scholarworks.umt.edu/etd/4946.

Council of Science Editors:

Allison JP. Role of stimulus familiarization in nonverbal selective learning. [Masters Thesis]. Montana Tech; 1965. Available from: https://scholarworks.umt.edu/etd/4946


Montana Tech

21. Baker, Blaine Lynnwood. Effects of time factors in paired-associate verbal learning.

Degree: MA, 1963, Montana Tech

Subjects/Keywords: Learning; Psychology of.

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APA (6th Edition):

Baker, B. L. (1963). Effects of time factors in paired-associate verbal learning. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/4921

Chicago Manual of Style (16th Edition):

Baker, Blaine Lynnwood. “Effects of time factors in paired-associate verbal learning.” 1963. Masters Thesis, Montana Tech. Accessed October 19, 2019. https://scholarworks.umt.edu/etd/4921.

MLA Handbook (7th Edition):

Baker, Blaine Lynnwood. “Effects of time factors in paired-associate verbal learning.” 1963. Web. 19 Oct 2019.

Vancouver:

Baker BL. Effects of time factors in paired-associate verbal learning. [Internet] [Masters thesis]. Montana Tech; 1963. [cited 2019 Oct 19]. Available from: https://scholarworks.umt.edu/etd/4921.

Council of Science Editors:

Baker BL. Effects of time factors in paired-associate verbal learning. [Masters Thesis]. Montana Tech; 1963. Available from: https://scholarworks.umt.edu/etd/4921


Montana Tech

22. Hoff, Robert Earl. Effect of verbalization over an increasing number of trials on the efficiency of the learning of a manipulative task.

Degree: MA, 1954, Montana Tech

Subjects/Keywords: Learning; Psychology of.

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APA (6th Edition):

Hoff, R. E. (1954). Effect of verbalization over an increasing number of trials on the efficiency of the learning of a manipulative task. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/4925

Chicago Manual of Style (16th Edition):

Hoff, Robert Earl. “Effect of verbalization over an increasing number of trials on the efficiency of the learning of a manipulative task.” 1954. Masters Thesis, Montana Tech. Accessed October 19, 2019. https://scholarworks.umt.edu/etd/4925.

MLA Handbook (7th Edition):

Hoff, Robert Earl. “Effect of verbalization over an increasing number of trials on the efficiency of the learning of a manipulative task.” 1954. Web. 19 Oct 2019.

Vancouver:

Hoff RE. Effect of verbalization over an increasing number of trials on the efficiency of the learning of a manipulative task. [Internet] [Masters thesis]. Montana Tech; 1954. [cited 2019 Oct 19]. Available from: https://scholarworks.umt.edu/etd/4925.

Council of Science Editors:

Hoff RE. Effect of verbalization over an increasing number of trials on the efficiency of the learning of a manipulative task. [Masters Thesis]. Montana Tech; 1954. Available from: https://scholarworks.umt.edu/etd/4925


Montana Tech

23. Chambers, Ridgely White. Effects of various asymptotic restrictions on human trial-and-error learning.

Degree: MA, 1959, Montana Tech

Subjects/Keywords: Learning; Psychology of.

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APA (6th Edition):

Chambers, R. W. (1959). Effects of various asymptotic restrictions on human trial-and-error learning. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/4945

Chicago Manual of Style (16th Edition):

Chambers, Ridgely White. “Effects of various asymptotic restrictions on human trial-and-error learning.” 1959. Masters Thesis, Montana Tech. Accessed October 19, 2019. https://scholarworks.umt.edu/etd/4945.

MLA Handbook (7th Edition):

Chambers, Ridgely White. “Effects of various asymptotic restrictions on human trial-and-error learning.” 1959. Web. 19 Oct 2019.

Vancouver:

Chambers RW. Effects of various asymptotic restrictions on human trial-and-error learning. [Internet] [Masters thesis]. Montana Tech; 1959. [cited 2019 Oct 19]. Available from: https://scholarworks.umt.edu/etd/4945.

Council of Science Editors:

Chambers RW. Effects of various asymptotic restrictions on human trial-and-error learning. [Masters Thesis]. Montana Tech; 1959. Available from: https://scholarworks.umt.edu/etd/4945


Montana Tech

24. Wright, Elizabeth Smith. Effects of stimulus similarity and locus of response on simultaneous and successive discrimination learning in children.

Degree: MA, 1967, Montana Tech

Subjects/Keywords: Learning; Psychology of.

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APA (6th Edition):

Wright, E. S. (1967). Effects of stimulus similarity and locus of response on simultaneous and successive discrimination learning in children. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/4929

Chicago Manual of Style (16th Edition):

Wright, Elizabeth Smith. “Effects of stimulus similarity and locus of response on simultaneous and successive discrimination learning in children.” 1967. Masters Thesis, Montana Tech. Accessed October 19, 2019. https://scholarworks.umt.edu/etd/4929.

MLA Handbook (7th Edition):

Wright, Elizabeth Smith. “Effects of stimulus similarity and locus of response on simultaneous and successive discrimination learning in children.” 1967. Web. 19 Oct 2019.

Vancouver:

Wright ES. Effects of stimulus similarity and locus of response on simultaneous and successive discrimination learning in children. [Internet] [Masters thesis]. Montana Tech; 1967. [cited 2019 Oct 19]. Available from: https://scholarworks.umt.edu/etd/4929.

Council of Science Editors:

Wright ES. Effects of stimulus similarity and locus of response on simultaneous and successive discrimination learning in children. [Masters Thesis]. Montana Tech; 1967. Available from: https://scholarworks.umt.edu/etd/4929


Montana Tech

25. Cunningham, Mark. AN INVESTIGATION OF MEDIATED FACILITATION AND OTHER TRANSFER EFFECTS IN PAIRED-ASSOCIATES VERBAL LEARNING.

Degree: PhD, 1967, Montana Tech

Subjects/Keywords: Learning; Psychology of.

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APA (6th Edition):

Cunningham, M. (1967). AN INVESTIGATION OF MEDIATED FACILITATION AND OTHER TRANSFER EFFECTS IN PAIRED-ASSOCIATES VERBAL LEARNING. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/9650

Chicago Manual of Style (16th Edition):

Cunningham, Mark. “AN INVESTIGATION OF MEDIATED FACILITATION AND OTHER TRANSFER EFFECTS IN PAIRED-ASSOCIATES VERBAL LEARNING.” 1967. Doctoral Dissertation, Montana Tech. Accessed October 19, 2019. https://scholarworks.umt.edu/etd/9650.

MLA Handbook (7th Edition):

Cunningham, Mark. “AN INVESTIGATION OF MEDIATED FACILITATION AND OTHER TRANSFER EFFECTS IN PAIRED-ASSOCIATES VERBAL LEARNING.” 1967. Web. 19 Oct 2019.

Vancouver:

Cunningham M. AN INVESTIGATION OF MEDIATED FACILITATION AND OTHER TRANSFER EFFECTS IN PAIRED-ASSOCIATES VERBAL LEARNING. [Internet] [Doctoral dissertation]. Montana Tech; 1967. [cited 2019 Oct 19]. Available from: https://scholarworks.umt.edu/etd/9650.

Council of Science Editors:

Cunningham M. AN INVESTIGATION OF MEDIATED FACILITATION AND OTHER TRANSFER EFFECTS IN PAIRED-ASSOCIATES VERBAL LEARNING. [Doctoral Dissertation]. Montana Tech; 1967. Available from: https://scholarworks.umt.edu/etd/9650


Montana Tech

26. Marks, Edward Otto. Effects of instructional variables on the parameter values of verbal discrimination learning models.

Degree: MA, 1975, Montana Tech

Subjects/Keywords: Learning; Psychology of.

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APA (6th Edition):

Marks, E. O. (1975). Effects of instructional variables on the parameter values of verbal discrimination learning models. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/4922

Chicago Manual of Style (16th Edition):

Marks, Edward Otto. “Effects of instructional variables on the parameter values of verbal discrimination learning models.” 1975. Masters Thesis, Montana Tech. Accessed October 19, 2019. https://scholarworks.umt.edu/etd/4922.

MLA Handbook (7th Edition):

Marks, Edward Otto. “Effects of instructional variables on the parameter values of verbal discrimination learning models.” 1975. Web. 19 Oct 2019.

Vancouver:

Marks EO. Effects of instructional variables on the parameter values of verbal discrimination learning models. [Internet] [Masters thesis]. Montana Tech; 1975. [cited 2019 Oct 19]. Available from: https://scholarworks.umt.edu/etd/4922.

Council of Science Editors:

Marks EO. Effects of instructional variables on the parameter values of verbal discrimination learning models. [Masters Thesis]. Montana Tech; 1975. Available from: https://scholarworks.umt.edu/etd/4922


Montana Tech

27. Paul, Nancy Trask. Influence of successive habit reversals on human learning and transfer.

Degree: MA, 1963, Montana Tech

Subjects/Keywords: Learning; Psychology of.

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APA (6th Edition):

Paul, N. T. (1963). Influence of successive habit reversals on human learning and transfer. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/5006

Chicago Manual of Style (16th Edition):

Paul, Nancy Trask. “Influence of successive habit reversals on human learning and transfer.” 1963. Masters Thesis, Montana Tech. Accessed October 19, 2019. https://scholarworks.umt.edu/etd/5006.

MLA Handbook (7th Edition):

Paul, Nancy Trask. “Influence of successive habit reversals on human learning and transfer.” 1963. Web. 19 Oct 2019.

Vancouver:

Paul NT. Influence of successive habit reversals on human learning and transfer. [Internet] [Masters thesis]. Montana Tech; 1963. [cited 2019 Oct 19]. Available from: https://scholarworks.umt.edu/etd/5006.

Council of Science Editors:

Paul NT. Influence of successive habit reversals on human learning and transfer. [Masters Thesis]. Montana Tech; 1963. Available from: https://scholarworks.umt.edu/etd/5006


Montana Tech

28. Gerrish, Gordon Floyd. Serial verbal learning as a joint function of amount of practice and individual difference.

Degree: MA, 1961, Montana Tech

Subjects/Keywords: Learning; Psychology of.

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APA (6th Edition):

Gerrish, G. F. (1961). Serial verbal learning as a joint function of amount of practice and individual difference. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/4927

Chicago Manual of Style (16th Edition):

Gerrish, Gordon Floyd. “Serial verbal learning as a joint function of amount of practice and individual difference.” 1961. Masters Thesis, Montana Tech. Accessed October 19, 2019. https://scholarworks.umt.edu/etd/4927.

MLA Handbook (7th Edition):

Gerrish, Gordon Floyd. “Serial verbal learning as a joint function of amount of practice and individual difference.” 1961. Web. 19 Oct 2019.

Vancouver:

Gerrish GF. Serial verbal learning as a joint function of amount of practice and individual difference. [Internet] [Masters thesis]. Montana Tech; 1961. [cited 2019 Oct 19]. Available from: https://scholarworks.umt.edu/etd/4927.

Council of Science Editors:

Gerrish GF. Serial verbal learning as a joint function of amount of practice and individual difference. [Masters Thesis]. Montana Tech; 1961. Available from: https://scholarworks.umt.edu/etd/4927


Oregon State University

29. Chang, Huey-por. The effect of levels of cooperation within physical science laboratory groups on physical science achievement.

Degree: PhD, Science Education, 1991, Oregon State University

 The purpose of this study was to investigate the effect of the levels of group cooperation on students' achievement during a series of physical science… (more)

Subjects/Keywords: Learning; Psychology of

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APA (6th Edition):

Chang, H. (1991). The effect of levels of cooperation within physical science laboratory groups on physical science achievement. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/36167

Chicago Manual of Style (16th Edition):

Chang, Huey-por. “The effect of levels of cooperation within physical science laboratory groups on physical science achievement.” 1991. Doctoral Dissertation, Oregon State University. Accessed October 19, 2019. http://hdl.handle.net/1957/36167.

MLA Handbook (7th Edition):

Chang, Huey-por. “The effect of levels of cooperation within physical science laboratory groups on physical science achievement.” 1991. Web. 19 Oct 2019.

Vancouver:

Chang H. The effect of levels of cooperation within physical science laboratory groups on physical science achievement. [Internet] [Doctoral dissertation]. Oregon State University; 1991. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1957/36167.

Council of Science Editors:

Chang H. The effect of levels of cooperation within physical science laboratory groups on physical science achievement. [Doctoral Dissertation]. Oregon State University; 1991. Available from: http://hdl.handle.net/1957/36167


Oregon State University

30. Mongkolsiri, Pravate. The effects of behavioral objectives on student achievment in college chemistry.

Degree: PhD, Education, 1991, Oregon State University

 The purpose of this study was to determine the effects of providing behavioral objectives prior to instruction on the achievement of students in a one-semester… (more)

Subjects/Keywords: Learning; Psychology of

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APA (6th Edition):

Mongkolsiri, P. (1991). The effects of behavioral objectives on student achievment in college chemistry. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/37871

Chicago Manual of Style (16th Edition):

Mongkolsiri, Pravate. “The effects of behavioral objectives on student achievment in college chemistry.” 1991. Doctoral Dissertation, Oregon State University. Accessed October 19, 2019. http://hdl.handle.net/1957/37871.

MLA Handbook (7th Edition):

Mongkolsiri, Pravate. “The effects of behavioral objectives on student achievment in college chemistry.” 1991. Web. 19 Oct 2019.

Vancouver:

Mongkolsiri P. The effects of behavioral objectives on student achievment in college chemistry. [Internet] [Doctoral dissertation]. Oregon State University; 1991. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1957/37871.

Council of Science Editors:

Mongkolsiri P. The effects of behavioral objectives on student achievment in college chemistry. [Doctoral Dissertation]. Oregon State University; 1991. Available from: http://hdl.handle.net/1957/37871

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