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Dept: Psychology

You searched for subject:(Learning Psychology of ). Showing records 1 – 30 of 17964 total matches.

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Washington University in St. Louis

1. 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 20, 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. 20 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 20]. 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


Stockholm University

2. Gremillet, Caroline. The methodology for research about ease of learning judgements : does sequential and simultaneous judgements create different results?.

Degree: Psychology, 2011, Stockholm University

  Metacognition involves different evaluations of your own thinking- and learning process. Ease of learning (EOL) means judging how difficult for example a word is… (more)

Subjects/Keywords: ease of learning; metacognition; methodology; Psychology; Psykologi

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APA (6th Edition):

Gremillet, C. (2011). The methodology for research about ease of learning judgements : does sequential and simultaneous judgements create different results?. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55141

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):

Gremillet, Caroline. “The methodology for research about ease of learning judgements : does sequential and simultaneous judgements create different results?.” 2011. Thesis, Stockholm University. Accessed October 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55141.

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

MLA Handbook (7th Edition):

Gremillet, Caroline. “The methodology for research about ease of learning judgements : does sequential and simultaneous judgements create different results?.” 2011. Web. 20 Oct 2019.

Vancouver:

Gremillet C. The methodology for research about ease of learning judgements : does sequential and simultaneous judgements create different results?. [Internet] [Thesis]. Stockholm University; 2011. [cited 2019 Oct 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55141.

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

Council of Science Editors:

Gremillet C. The methodology for research about ease of learning judgements : does sequential and simultaneous judgements create different results?. [Thesis]. Stockholm University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55141

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


Rutgers University

3. Aitkin, Cordelia D. Discretization of continuous features by human learners:.

Degree: PhD, Psychology, 2009, Rutgers University

Natural features are often continuous, but many models of human learning and categorization involve discrete-valued (e.g. Boolean) features. Discretization is well-known to be beneficial in… (more)

Subjects/Keywords: Learning; Psychology of

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APA (6th Edition):

Aitkin, C. D. (2009). Discretization of continuous features by human learners:. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051773

Chicago Manual of Style (16th Edition):

Aitkin, Cordelia D. “Discretization of continuous features by human learners:.” 2009. Doctoral Dissertation, Rutgers University. Accessed October 20, 2019. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051773.

MLA Handbook (7th Edition):

Aitkin, Cordelia D. “Discretization of continuous features by human learners:.” 2009. Web. 20 Oct 2019.

Vancouver:

Aitkin CD. Discretization of continuous features by human learners:. [Internet] [Doctoral dissertation]. Rutgers University; 2009. [cited 2019 Oct 20]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051773.

Council of Science Editors:

Aitkin CD. Discretization of continuous features by human learners:. [Doctoral Dissertation]. Rutgers University; 2009. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051773

4. Clement, Marc A. Evidence for serial learning of multiple cues in concept identification.

Degree: Psychology, 1972, University of Massachusetts

Subjects/Keywords: Concept learning; Learning; Psychology of

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APA (6th Edition):

Clement, M. A. (1972). Evidence for serial learning of multiple cues in concept identification. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/1401

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):

Clement, Marc A. “Evidence for serial learning of multiple cues in concept identification.” 1972. Thesis, University of Massachusetts. Accessed October 20, 2019. https://scholarworks.umass.edu/theses/1401.

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

MLA Handbook (7th Edition):

Clement, Marc A. “Evidence for serial learning of multiple cues in concept identification.” 1972. Web. 20 Oct 2019.

Vancouver:

Clement MA. Evidence for serial learning of multiple cues in concept identification. [Internet] [Thesis]. University of Massachusetts; 1972. [cited 2019 Oct 20]. Available from: https://scholarworks.umass.edu/theses/1401.

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

Council of Science Editors:

Clement MA. Evidence for serial learning of multiple cues in concept identification. [Thesis]. University of Massachusetts; 1972. Available from: https://scholarworks.umass.edu/theses/1401

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


Rutgers University

5. Maeng, Lisa Y., 1983-. The prefrontal cortex communicates with the amygdala to impair learning after an acute stressful experience in females.

Degree: MS, Psychology, 2010, Rutgers University

 Exposure to an acute stressful event enhances classical eyeblink conditioning in male rats, whereas exposure to the same event dramatically impairs performance in females (Wood… (more)

Subjects/Keywords: Brain – Effect of stress on; Stress (Psychology); Women – Health and hygiene; Learning, Psychology of

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

APA (6th Edition):

Maeng, Lisa Y., 1. (2010). The prefrontal cortex communicates with the amygdala to impair learning after an acute stressful experience in females. (Masters Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000053120

Chicago Manual of Style (16th Edition):

Maeng, Lisa Y., 1983-. “The prefrontal cortex communicates with the amygdala to impair learning after an acute stressful experience in females.” 2010. Masters Thesis, Rutgers University. Accessed October 20, 2019. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000053120.

MLA Handbook (7th Edition):

Maeng, Lisa Y., 1983-. “The prefrontal cortex communicates with the amygdala to impair learning after an acute stressful experience in females.” 2010. Web. 20 Oct 2019.

Vancouver:

Maeng, Lisa Y. 1. The prefrontal cortex communicates with the amygdala to impair learning after an acute stressful experience in females. [Internet] [Masters thesis]. Rutgers University; 2010. [cited 2019 Oct 20]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000053120.

Council of Science Editors:

Maeng, Lisa Y. 1. The prefrontal cortex communicates with the amygdala to impair learning after an acute stressful experience in females. [Masters Thesis]. Rutgers University; 2010. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000053120


Georgia Tech

6. Beier, Margaret E. Ability, personality, interests, and experience determinants of domain knowledge acquisition.

Degree: PhD, Psychology, 2003, Georgia Tech

Subjects/Keywords: Knowledge and learning; Learning; Learning ability; Psychology of Learning

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APA (6th Edition):

Beier, M. E. (2003). Ability, personality, interests, and experience determinants of domain knowledge acquisition. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/5323

Chicago Manual of Style (16th Edition):

Beier, Margaret E. “Ability, personality, interests, and experience determinants of domain knowledge acquisition.” 2003. Doctoral Dissertation, Georgia Tech. Accessed October 20, 2019. http://hdl.handle.net/1853/5323.

MLA Handbook (7th Edition):

Beier, Margaret E. “Ability, personality, interests, and experience determinants of domain knowledge acquisition.” 2003. Web. 20 Oct 2019.

Vancouver:

Beier ME. Ability, personality, interests, and experience determinants of domain knowledge acquisition. [Internet] [Doctoral dissertation]. Georgia Tech; 2003. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1853/5323.

Council of Science Editors:

Beier ME. Ability, personality, interests, and experience determinants of domain knowledge acquisition. [Doctoral Dissertation]. Georgia Tech; 2003. Available from: http://hdl.handle.net/1853/5323


Georgia Tech

7. Moloney, Megan M. The power of hybrid practice : the active-passive practice continuum and its effects on performance.

Degree: MS, Psychology, 1997, Georgia Tech

Subjects/Keywords: Active learning; Learning, Psychology of; Performance

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APA (6th Edition):

Moloney, M. M. (1997). The power of hybrid practice : the active-passive practice continuum and its effects on performance. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/31002

Chicago Manual of Style (16th Edition):

Moloney, Megan M. “The power of hybrid practice : the active-passive practice continuum and its effects on performance.” 1997. Masters Thesis, Georgia Tech. Accessed October 20, 2019. http://hdl.handle.net/1853/31002.

MLA Handbook (7th Edition):

Moloney, Megan M. “The power of hybrid practice : the active-passive practice continuum and its effects on performance.” 1997. Web. 20 Oct 2019.

Vancouver:

Moloney MM. The power of hybrid practice : the active-passive practice continuum and its effects on performance. [Internet] [Masters thesis]. Georgia Tech; 1997. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1853/31002.

Council of Science Editors:

Moloney MM. The power of hybrid practice : the active-passive practice continuum and its effects on performance. [Masters Thesis]. Georgia Tech; 1997. Available from: http://hdl.handle.net/1853/31002


University of California – San Diego

8. Cluver, Annette Lynne. Young children selectively seek and offer help when solving problems.

Degree: Psychology, 2010, University of California – San Diego

 This dissertation investigated whether young children are sensitive to psychological cues in their social-learning partners when solving problems. Two groups of children age 20-24 and… (more)

Subjects/Keywords: Socialization Research; Learning ability Methodology Research; Problem solving in children; Psychology of Learning

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APA (6th Edition):

Cluver, A. L. (2010). Young children selectively seek and offer help when solving problems. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/10n594kq

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):

Cluver, Annette Lynne. “Young children selectively seek and offer help when solving problems.” 2010. Thesis, University of California – San Diego. Accessed October 20, 2019. http://www.escholarship.org/uc/item/10n594kq.

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

MLA Handbook (7th Edition):

Cluver, Annette Lynne. “Young children selectively seek and offer help when solving problems.” 2010. Web. 20 Oct 2019.

Vancouver:

Cluver AL. Young children selectively seek and offer help when solving problems. [Internet] [Thesis]. University of California – San Diego; 2010. [cited 2019 Oct 20]. Available from: http://www.escholarship.org/uc/item/10n594kq.

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

Council of Science Editors:

Cluver AL. Young children selectively seek and offer help when solving problems. [Thesis]. University of California – San Diego; 2010. Available from: http://www.escholarship.org/uc/item/10n594kq

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


UCLA

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

Degree: Psychology, 2018, UCLA

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Blake, Adam Bradley. “Factors That Influence Metacognitive Judgments: Effects at Encoding, in the Presence of Diagnostic Cues, and After Incidental Encoding.” 2018. Thesis, UCLA. Accessed October 20, 2019. http://www.escholarship.org/uc/item/7d71z5kj.

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

MLA Handbook (7th Edition):

Blake, Adam Bradley. “Factors That Influence Metacognitive Judgments: Effects at Encoding, in the Presence of Diagnostic Cues, and After Incidental Encoding.” 2018. Web. 20 Oct 2019.

Vancouver:

Blake AB. Factors That Influence Metacognitive Judgments: Effects at Encoding, in the Presence of Diagnostic Cues, and After Incidental Encoding. [Internet] [Thesis]. UCLA; 2018. [cited 2019 Oct 20]. Available from: http://www.escholarship.org/uc/item/7d71z5kj.

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

Council of Science Editors:

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

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


Georgia Tech

10. Cooper, Brian Patrick. Age related differences in search/detection performance and transfer : an evaluation of learning and skill acquisition.

Degree: MS, Psychology, 1993, Georgia Tech

Subjects/Keywords: Learning, Psychology of; Cognition

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APA (6th Edition):

Cooper, B. P. (1993). Age related differences in search/detection performance and transfer : an evaluation of learning and skill acquisition. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/29512

Chicago Manual of Style (16th Edition):

Cooper, Brian Patrick. “Age related differences in search/detection performance and transfer : an evaluation of learning and skill acquisition.” 1993. Masters Thesis, Georgia Tech. Accessed October 20, 2019. http://hdl.handle.net/1853/29512.

MLA Handbook (7th Edition):

Cooper, Brian Patrick. “Age related differences in search/detection performance and transfer : an evaluation of learning and skill acquisition.” 1993. Web. 20 Oct 2019.

Vancouver:

Cooper BP. Age related differences in search/detection performance and transfer : an evaluation of learning and skill acquisition. [Internet] [Masters thesis]. Georgia Tech; 1993. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1853/29512.

Council of Science Editors:

Cooper BP. Age related differences in search/detection performance and transfer : an evaluation of learning and skill acquisition. [Masters Thesis]. Georgia Tech; 1993. Available from: http://hdl.handle.net/1853/29512


Georgia Tech

11. Peterson, Scott Alan. Effects of cue validity on the orienting of covert visual attention : evidence for implicit learning in the attentional cueing paradigm.

Degree: PhD, Psychology, 1999, Georgia Tech

Subjects/Keywords: Learning, Psychology of; Attention

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APA (6th Edition):

Peterson, S. A. (1999). Effects of cue validity on the orienting of covert visual attention : evidence for implicit learning in the attentional cueing paradigm. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/29861

Chicago Manual of Style (16th Edition):

Peterson, Scott Alan. “Effects of cue validity on the orienting of covert visual attention : evidence for implicit learning in the attentional cueing paradigm.” 1999. Doctoral Dissertation, Georgia Tech. Accessed October 20, 2019. http://hdl.handle.net/1853/29861.

MLA Handbook (7th Edition):

Peterson, Scott Alan. “Effects of cue validity on the orienting of covert visual attention : evidence for implicit learning in the attentional cueing paradigm.” 1999. Web. 20 Oct 2019.

Vancouver:

Peterson SA. Effects of cue validity on the orienting of covert visual attention : evidence for implicit learning in the attentional cueing paradigm. [Internet] [Doctoral dissertation]. Georgia Tech; 1999. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1853/29861.

Council of Science Editors:

Peterson SA. Effects of cue validity on the orienting of covert visual attention : evidence for implicit learning in the attentional cueing paradigm. [Doctoral Dissertation]. Georgia Tech; 1999. Available from: http://hdl.handle.net/1853/29861


Georgia Tech

12. Benham, Angeline Evans. The development of wisdom : an empirical investigation of relationships between intellectural, pragmatic, and reflective aspects of memory from a life-span perspective.

Degree: PhD, Psychology, 1985, Georgia Tech

Subjects/Keywords: Memory; Learning, Psychology of

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

APA (6th Edition):

Benham, A. E. (1985). The development of wisdom : an empirical investigation of relationships between intellectural, pragmatic, and reflective aspects of memory from a life-span perspective. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/30645

Chicago Manual of Style (16th Edition):

Benham, Angeline Evans. “The development of wisdom : an empirical investigation of relationships between intellectural, pragmatic, and reflective aspects of memory from a life-span perspective.” 1985. Doctoral Dissertation, Georgia Tech. Accessed October 20, 2019. http://hdl.handle.net/1853/30645.

MLA Handbook (7th Edition):

Benham, Angeline Evans. “The development of wisdom : an empirical investigation of relationships between intellectural, pragmatic, and reflective aspects of memory from a life-span perspective.” 1985. Web. 20 Oct 2019.

Vancouver:

Benham AE. The development of wisdom : an empirical investigation of relationships between intellectural, pragmatic, and reflective aspects of memory from a life-span perspective. [Internet] [Doctoral dissertation]. Georgia Tech; 1985. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1853/30645.

Council of Science Editors:

Benham AE. The development of wisdom : an empirical investigation of relationships between intellectural, pragmatic, and reflective aspects of memory from a life-span perspective. [Doctoral Dissertation]. Georgia Tech; 1985. Available from: http://hdl.handle.net/1853/30645


Georgia Tech

13. Kersten, Alan Wayne. Event category learning.

Degree: MS, Psychology, 1993, Georgia Tech

Subjects/Keywords: Cognition; Learning, Psychology of

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

APA (6th Edition):

Kersten, A. W. (1993). Event category learning. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/30882

Chicago Manual of Style (16th Edition):

Kersten, Alan Wayne. “Event category learning.” 1993. Masters Thesis, Georgia Tech. Accessed October 20, 2019. http://hdl.handle.net/1853/30882.

MLA Handbook (7th Edition):

Kersten, Alan Wayne. “Event category learning.” 1993. Web. 20 Oct 2019.

Vancouver:

Kersten AW. Event category learning. [Internet] [Masters thesis]. Georgia Tech; 1993. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1853/30882.

Council of Science Editors:

Kersten AW. Event category learning. [Masters Thesis]. Georgia Tech; 1993. Available from: http://hdl.handle.net/1853/30882


Georgia Tech

14. Kersten, Alan W. Frames of reference and the representation of motion in noun and verb meanings.

Degree: PhD, Psychology, 1995, Georgia Tech

Subjects/Keywords: Learning, Psychology of; Cognition

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APA (6th Edition):

Kersten, A. W. (1995). Frames of reference and the representation of motion in noun and verb meanings. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/30927

Chicago Manual of Style (16th Edition):

Kersten, Alan W. “Frames of reference and the representation of motion in noun and verb meanings.” 1995. Doctoral Dissertation, Georgia Tech. Accessed October 20, 2019. http://hdl.handle.net/1853/30927.

MLA Handbook (7th Edition):

Kersten, Alan W. “Frames of reference and the representation of motion in noun and verb meanings.” 1995. Web. 20 Oct 2019.

Vancouver:

Kersten AW. Frames of reference and the representation of motion in noun and verb meanings. [Internet] [Doctoral dissertation]. Georgia Tech; 1995. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1853/30927.

Council of Science Editors:

Kersten AW. Frames of reference and the representation of motion in noun and verb meanings. [Doctoral Dissertation]. Georgia Tech; 1995. Available from: http://hdl.handle.net/1853/30927

15. Miller, Katherine D. The Mediating Effects of Cortisol on the Relationship between Conscientiousness and Judgments of Learning.

Degree: MSin Psychology, Psychology, 2017, Missouri State University

  Cortisol assists in facilitating stress response. A peak in cortisol levels can be seen between 20 and 40 minutes after exposure to the stressful… (more)

Subjects/Keywords: conscientiousness; judgments of learning; cortisol; mediation; metacognition; Biological Psychology

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APA (6th Edition):

Miller, K. D. (2017). The Mediating Effects of Cortisol on the Relationship between Conscientiousness and Judgments of Learning. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/3128

Chicago Manual of Style (16th Edition):

Miller, Katherine D. “The Mediating Effects of Cortisol on the Relationship between Conscientiousness and Judgments of Learning.” 2017. Masters Thesis, Missouri State University. Accessed October 20, 2019. https://bearworks.missouristate.edu/theses/3128.

MLA Handbook (7th Edition):

Miller, Katherine D. “The Mediating Effects of Cortisol on the Relationship between Conscientiousness and Judgments of Learning.” 2017. Web. 20 Oct 2019.

Vancouver:

Miller KD. The Mediating Effects of Cortisol on the Relationship between Conscientiousness and Judgments of Learning. [Internet] [Masters thesis]. Missouri State University; 2017. [cited 2019 Oct 20]. Available from: https://bearworks.missouristate.edu/theses/3128.

Council of Science Editors:

Miller KD. The Mediating Effects of Cortisol on the Relationship between Conscientiousness and Judgments of Learning. [Masters Thesis]. Missouri State University; 2017. Available from: https://bearworks.missouristate.edu/theses/3128

16. Jones, Mari Riess. Effects of randomization of event sequences in two choice probability learning.

Degree: Psychology, 1965, University of Massachusetts

Subjects/Keywords: Learning; Psychology of; Stochastic processes

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APA (6th Edition):

Jones, M. R. (1965). Effects of randomization of event sequences in two choice probability learning. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/1646

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):

Jones, Mari Riess. “Effects of randomization of event sequences in two choice probability learning.” 1965. Thesis, University of Massachusetts. Accessed October 20, 2019. https://scholarworks.umass.edu/theses/1646.

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

MLA Handbook (7th Edition):

Jones, Mari Riess. “Effects of randomization of event sequences in two choice probability learning.” 1965. Web. 20 Oct 2019.

Vancouver:

Jones MR. Effects of randomization of event sequences in two choice probability learning. [Internet] [Thesis]. University of Massachusetts; 1965. [cited 2019 Oct 20]. Available from: https://scholarworks.umass.edu/theses/1646.

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

Council of Science Editors:

Jones MR. Effects of randomization of event sequences in two choice probability learning. [Thesis]. University of Massachusetts; 1965. Available from: https://scholarworks.umass.edu/theses/1646

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

17. Schindler, Robert M. The nature of the information stored in the perceptual learning of letter strings.

Degree: Psychology, 1974, University of Massachusetts

Subjects/Keywords: Learning; Psychology of; Word recognition

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

APA (6th Edition):

Schindler, R. M. (1974). The nature of the information stored in the perceptual learning of letter strings. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/1941

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):

Schindler, Robert M. “The nature of the information stored in the perceptual learning of letter strings.” 1974. Thesis, University of Massachusetts. Accessed October 20, 2019. https://scholarworks.umass.edu/theses/1941.

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

MLA Handbook (7th Edition):

Schindler, Robert M. “The nature of the information stored in the perceptual learning of letter strings.” 1974. Web. 20 Oct 2019.

Vancouver:

Schindler RM. The nature of the information stored in the perceptual learning of letter strings. [Internet] [Thesis]. University of Massachusetts; 1974. [cited 2019 Oct 20]. Available from: https://scholarworks.umass.edu/theses/1941.

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

Council of Science Editors:

Schindler RM. The nature of the information stored in the perceptual learning of letter strings. [Thesis]. University of Massachusetts; 1974. Available from: https://scholarworks.umass.edu/theses/1941

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

18. Konold, Clifford E. Predicting differences in the retention of prose materials on the basis of subject prior knowledge.

Degree: Psychology, 1979, University of Massachusetts

Subjects/Keywords: Learning; Psychology of; Memory

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APA (6th Edition):

Konold, C. E. (1979). Predicting differences in the retention of prose materials on the basis of subject prior knowledge. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/1680

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):

Konold, Clifford E. “Predicting differences in the retention of prose materials on the basis of subject prior knowledge.” 1979. Thesis, University of Massachusetts. Accessed October 20, 2019. https://scholarworks.umass.edu/theses/1680.

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

MLA Handbook (7th Edition):

Konold, Clifford E. “Predicting differences in the retention of prose materials on the basis of subject prior knowledge.” 1979. Web. 20 Oct 2019.

Vancouver:

Konold CE. Predicting differences in the retention of prose materials on the basis of subject prior knowledge. [Internet] [Thesis]. University of Massachusetts; 1979. [cited 2019 Oct 20]. Available from: https://scholarworks.umass.edu/theses/1680.

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

Council of Science Editors:

Konold CE. Predicting differences in the retention of prose materials on the basis of subject prior knowledge. [Thesis]. University of Massachusetts; 1979. Available from: https://scholarworks.umass.edu/theses/1680

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

19. Waite, Richard Royce. The reinforcement variable in response fixation.

Degree: Psychology, 1956, University of Massachusetts

Subjects/Keywords: Conditioned response; Learning; Psychology of

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APA (6th Edition):

Waite, R. R. (1956). The reinforcement variable in response fixation. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/2056

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):

Waite, Richard Royce. “The reinforcement variable in response fixation.” 1956. Thesis, University of Massachusetts. Accessed October 20, 2019. https://scholarworks.umass.edu/theses/2056.

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

MLA Handbook (7th Edition):

Waite, Richard Royce. “The reinforcement variable in response fixation.” 1956. Web. 20 Oct 2019.

Vancouver:

Waite RR. The reinforcement variable in response fixation. [Internet] [Thesis]. University of Massachusetts; 1956. [cited 2019 Oct 20]. Available from: https://scholarworks.umass.edu/theses/2056.

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

Council of Science Editors:

Waite RR. The reinforcement variable in response fixation. [Thesis]. University of Massachusetts; 1956. Available from: https://scholarworks.umass.edu/theses/2056

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

20. Hunter, Maxwell W. Learning set performance in the bluejay and the crow.

Degree: Psychology, 1970, University of Massachusetts

Subjects/Keywords: Bird; Learning; Psychology of Bird

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APA (6th Edition):

Hunter, M. W. (1970). Learning set performance in the bluejay and the crow. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/1630

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):

Hunter, Maxwell W. “Learning set performance in the bluejay and the crow.” 1970. Thesis, University of Massachusetts. Accessed October 20, 2019. https://scholarworks.umass.edu/theses/1630.

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

MLA Handbook (7th Edition):

Hunter, Maxwell W. “Learning set performance in the bluejay and the crow.” 1970. Web. 20 Oct 2019.

Vancouver:

Hunter MW. Learning set performance in the bluejay and the crow. [Internet] [Thesis]. University of Massachusetts; 1970. [cited 2019 Oct 20]. Available from: https://scholarworks.umass.edu/theses/1630.

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

Council of Science Editors:

Hunter MW. Learning set performance in the bluejay and the crow. [Thesis]. University of Massachusetts; 1970. Available from: https://scholarworks.umass.edu/theses/1630

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

21. Telaak, Kathleen Ann. Presolution and postsolution nonreversal shifts with varying levels of stimulus redundancy in a concept identification task.

Degree: Psychology, 1968, University of Massachusetts

Subjects/Keywords: Concepts; Learning; Psychology of

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APA (6th Edition):

Telaak, K. A. (1968). Presolution and postsolution nonreversal shifts with varying levels of stimulus redundancy in a concept identification task. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/2027

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):

Telaak, Kathleen Ann. “Presolution and postsolution nonreversal shifts with varying levels of stimulus redundancy in a concept identification task.” 1968. Thesis, University of Massachusetts. Accessed October 20, 2019. https://scholarworks.umass.edu/theses/2027.

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

MLA Handbook (7th Edition):

Telaak, Kathleen Ann. “Presolution and postsolution nonreversal shifts with varying levels of stimulus redundancy in a concept identification task.” 1968. Web. 20 Oct 2019.

Vancouver:

Telaak KA. Presolution and postsolution nonreversal shifts with varying levels of stimulus redundancy in a concept identification task. [Internet] [Thesis]. University of Massachusetts; 1968. [cited 2019 Oct 20]. Available from: https://scholarworks.umass.edu/theses/2027.

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

Council of Science Editors:

Telaak KA. Presolution and postsolution nonreversal shifts with varying levels of stimulus redundancy in a concept identification task. [Thesis]. University of Massachusetts; 1968. Available from: https://scholarworks.umass.edu/theses/2027

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

22. Smith, William Francis. An experimental study of the influence of color on the paired-associate learning and retention of nonsense syllable responses to inkblot stimuli.

Degree: Psychology, 1952, University of Massachusetts

Subjects/Keywords: Color; Learning; Psychology of

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APA (6th Edition):

Smith, W. F. (1952). An experimental study of the influence of color on the paired-associate learning and retention of nonsense syllable responses to inkblot stimuli. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/1973

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

Chicago Manual of Style (16th Edition):

Smith, William Francis. “An experimental study of the influence of color on the paired-associate learning and retention of nonsense syllable responses to inkblot stimuli.” 1952. Thesis, University of Massachusetts. Accessed October 20, 2019. https://scholarworks.umass.edu/theses/1973.

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

MLA Handbook (7th Edition):

Smith, William Francis. “An experimental study of the influence of color on the paired-associate learning and retention of nonsense syllable responses to inkblot stimuli.” 1952. Web. 20 Oct 2019.

Vancouver:

Smith WF. An experimental study of the influence of color on the paired-associate learning and retention of nonsense syllable responses to inkblot stimuli. [Internet] [Thesis]. University of Massachusetts; 1952. [cited 2019 Oct 20]. Available from: https://scholarworks.umass.edu/theses/1973.

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

Council of Science Editors:

Smith WF. An experimental study of the influence of color on the paired-associate learning and retention of nonsense syllable responses to inkblot stimuli. [Thesis]. University of Massachusetts; 1952. Available from: https://scholarworks.umass.edu/theses/1973

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

23. Lane, Paul Anthony. A comparison of the correction versus the non-correction methods of discrimination learning.

Degree: Psychology, 1952, University of Massachusetts

Subjects/Keywords: Conditioned response; Learning; Psychology of

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APA (6th Edition):

Lane, P. A. (1952). A comparison of the correction versus the non-correction methods of discrimination learning. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/1698

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):

Lane, Paul Anthony. “A comparison of the correction versus the non-correction methods of discrimination learning.” 1952. Thesis, University of Massachusetts. Accessed October 20, 2019. https://scholarworks.umass.edu/theses/1698.

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

MLA Handbook (7th Edition):

Lane, Paul Anthony. “A comparison of the correction versus the non-correction methods of discrimination learning.” 1952. Web. 20 Oct 2019.

Vancouver:

Lane PA. A comparison of the correction versus the non-correction methods of discrimination learning. [Internet] [Thesis]. University of Massachusetts; 1952. [cited 2019 Oct 20]. Available from: https://scholarworks.umass.edu/theses/1698.

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

Council of Science Editors:

Lane PA. A comparison of the correction versus the non-correction methods of discrimination learning. [Thesis]. University of Massachusetts; 1952. Available from: https://scholarworks.umass.edu/theses/1698

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


Rutgers University

24. Sisti, Helene M. Learning and neurogenesis: are new cells rescued from death with each new learning experience?.

Degree: PhD, Psychology, 2008, Rutgers University

New cells in the adult hippocampus become apoptotic, e.g. begin programmed cell death, about one week after they are generated. If animals begin to learn… (more)

Subjects/Keywords: Learning, Psychology of; Developmental neurobiology

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APA (6th Edition):

Sisti, H. M. (2008). Learning and neurogenesis: are new cells rescued from death with each new learning experience?. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17414

Chicago Manual of Style (16th Edition):

Sisti, Helene M. “Learning and neurogenesis: are new cells rescued from death with each new learning experience?.” 2008. Doctoral Dissertation, Rutgers University. Accessed October 20, 2019. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17414.

MLA Handbook (7th Edition):

Sisti, Helene M. “Learning and neurogenesis: are new cells rescued from death with each new learning experience?.” 2008. Web. 20 Oct 2019.

Vancouver:

Sisti HM. Learning and neurogenesis: are new cells rescued from death with each new learning experience?. [Internet] [Doctoral dissertation]. Rutgers University; 2008. [cited 2019 Oct 20]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17414.

Council of Science Editors:

Sisti HM. Learning and neurogenesis: are new cells rescued from death with each new learning experience?. [Doctoral Dissertation]. Rutgers University; 2008. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17414


University of KwaZulu-Natal

25. [No author]. The application of the theory of empowerment to the academic development of first year psychology students.

Degree: Psychology, 2000, University of KwaZulu-Natal

 This study seeks to address the alarmingly high first year failure rates for black students in this country, by developing an intervention that unites the… (more)

Subjects/Keywords: Students, Black.; Learning, Psychology Of.; Psychology.

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APA (6th Edition):

author], [. (2000). The application of the theory of empowerment to the academic development of first year psychology students. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/4368

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

Chicago Manual of Style (16th Edition):

author], [No. “The application of the theory of empowerment to the academic development of first year psychology students. ” 2000. Thesis, University of KwaZulu-Natal. Accessed October 20, 2019. http://hdl.handle.net/10413/4368.

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

MLA Handbook (7th Edition):

author], [No. “The application of the theory of empowerment to the academic development of first year psychology students. ” 2000. Web. 20 Oct 2019.

Vancouver:

author] [. The application of the theory of empowerment to the academic development of first year psychology students. [Internet] [Thesis]. University of KwaZulu-Natal; 2000. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10413/4368.

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

Council of Science Editors:

author] [. The application of the theory of empowerment to the academic development of first year psychology students. [Thesis]. University of KwaZulu-Natal; 2000. Available from: http://hdl.handle.net/10413/4368

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


Georgia Tech

26. Shikano, Teruyuki. Effect of instructions in category learning.

Degree: MS, Psychology, 1994, Georgia Tech

Subjects/Keywords: Learning, Psychology of; Cognition; Categorization (Psychology)

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APA (6th Edition):

Shikano, T. (1994). Effect of instructions in category learning. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/30966

Chicago Manual of Style (16th Edition):

Shikano, Teruyuki. “Effect of instructions in category learning.” 1994. Masters Thesis, Georgia Tech. Accessed October 20, 2019. http://hdl.handle.net/1853/30966.

MLA Handbook (7th Edition):

Shikano, Teruyuki. “Effect of instructions in category learning.” 1994. Web. 20 Oct 2019.

Vancouver:

Shikano T. Effect of instructions in category learning. [Internet] [Masters thesis]. Georgia Tech; 1994. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1853/30966.

Council of Science Editors:

Shikano T. Effect of instructions in category learning. [Masters Thesis]. Georgia Tech; 1994. Available from: http://hdl.handle.net/1853/30966


Portland State University

27. Wolff, Vincent James. Spatial manipulation as a covariant of mental practice.

Degree: MS(M.S.) in Psychology, Psychology, 1990, Portland State University

  This experiment examined the relationship between a subject's ability to manipulate spatial relationships and utilize mental practice in the mirror drawing ability of 45… (more)

Subjects/Keywords: Spatial behavior; Psychology of learning; Psychology

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APA (6th Edition):

Wolff, V. J. (1990). Spatial manipulation as a covariant of mental practice. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4112

Chicago Manual of Style (16th Edition):

Wolff, Vincent James. “Spatial manipulation as a covariant of mental practice.” 1990. Masters Thesis, Portland State University. Accessed October 20, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4112.

MLA Handbook (7th Edition):

Wolff, Vincent James. “Spatial manipulation as a covariant of mental practice.” 1990. Web. 20 Oct 2019.

Vancouver:

Wolff VJ. Spatial manipulation as a covariant of mental practice. [Internet] [Masters thesis]. Portland State University; 1990. [cited 2019 Oct 20]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4112.

Council of Science Editors:

Wolff VJ. Spatial manipulation as a covariant of mental practice. [Masters Thesis]. Portland State University; 1990. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4112


University of New South Wales

28. Sweller, Naomi. Learning and decision processes in classification and feature inference.

Degree: Psychology, 2007, University of New South Wales

 This thesis examined how task demands shape the category representations formed through classification, inference and incidental learning. Experiments 1 to 3 examined the claim that… (more)

Subjects/Keywords: Learning, Psychology of; Categorization (Psychology); Inference

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APA (6th Edition):

Sweller, N. (2007). Learning and decision processes in classification and feature inference. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/40638 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:1549/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Sweller, Naomi. “Learning and decision processes in classification and feature inference.” 2007. Doctoral Dissertation, University of New South Wales. Accessed October 20, 2019. http://handle.unsw.edu.au/1959.4/40638 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:1549/SOURCE02?view=true.

MLA Handbook (7th Edition):

Sweller, Naomi. “Learning and decision processes in classification and feature inference.” 2007. Web. 20 Oct 2019.

Vancouver:

Sweller N. Learning and decision processes in classification and feature inference. [Internet] [Doctoral dissertation]. University of New South Wales; 2007. [cited 2019 Oct 20]. Available from: http://handle.unsw.edu.au/1959.4/40638 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:1549/SOURCE02?view=true.

Council of Science Editors:

Sweller N. Learning and decision processes in classification and feature inference. [Doctoral Dissertation]. University of New South Wales; 2007. Available from: http://handle.unsw.edu.au/1959.4/40638 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:1549/SOURCE02?view=true


University of Pretoria

29. Joubert, Jacquorethe-Mari. 'n Teoretiese model vir die toepassing van self-gereguleerde leer met metakognitiewe betrokkenheid as 'n tweede-orde proses (Afrikaans).

Degree: Psychology, 2007, University of Pretoria

Please read the abstract in the section 00front of this document Advisors/Committee Members: Prof J B Schoeman (advisor).

Subjects/Keywords: Learning; Learning psychology of; Cognition; Cognitive learning; UCTD

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APA (6th Edition):

Joubert, Jacquorethe-Mari. (2007). 'n Teoretiese model vir die toepassing van self-gereguleerde leer met metakognitiewe betrokkenheid as 'n tweede-orde proses (Afrikaans). (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25125

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Joubert, Jacquorethe-Mari. “'n Teoretiese model vir die toepassing van self-gereguleerde leer met metakognitiewe betrokkenheid as 'n tweede-orde proses (Afrikaans).” 2007. Doctoral Dissertation, University of Pretoria. Accessed October 20, 2019. http://hdl.handle.net/2263/25125.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Joubert, Jacquorethe-Mari. “'n Teoretiese model vir die toepassing van self-gereguleerde leer met metakognitiewe betrokkenheid as 'n tweede-orde proses (Afrikaans).” 2007. Web. 20 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Joubert, Jacquorethe-Mari. 'n Teoretiese model vir die toepassing van self-gereguleerde leer met metakognitiewe betrokkenheid as 'n tweede-orde proses (Afrikaans). [Internet] [Doctoral dissertation]. University of Pretoria; 2007. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2263/25125.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Joubert, Jacquorethe-Mari. 'n Teoretiese model vir die toepassing van self-gereguleerde leer met metakognitiewe betrokkenheid as 'n tweede-orde proses (Afrikaans). [Doctoral Dissertation]. University of Pretoria; 2007. Available from: http://hdl.handle.net/2263/25125

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of South Carolina

30. Stafford, Allison. Integration of Theory and Feasibility in Learning Disability Identification: Examining Criteria Effects in the Integrated Assessment and Intervention Model.

Degree: PhD, Psychology, 2018, University of South Carolina

  The accurate identification of learning disabilities is critical for applied settings as well as for research purposes. Currently, there are multiple methods of learning(more)

Subjects/Keywords: Psychology; School Psychology; Social and Behavioral Sciences; learning disability (LD) identification; validity of Learning Disability identification; rates of Learning Disability identification; Integrated Assessment and Intervention Model (I-AIM)

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APA (6th Edition):

Stafford, A. (2018). Integration of Theory and Feasibility in Learning Disability Identification: Examining Criteria Effects in the Integrated Assessment and Intervention Model. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5065

Chicago Manual of Style (16th Edition):

Stafford, Allison. “Integration of Theory and Feasibility in Learning Disability Identification: Examining Criteria Effects in the Integrated Assessment and Intervention Model.” 2018. Doctoral Dissertation, University of South Carolina. Accessed October 20, 2019. https://scholarcommons.sc.edu/etd/5065.

MLA Handbook (7th Edition):

Stafford, Allison. “Integration of Theory and Feasibility in Learning Disability Identification: Examining Criteria Effects in the Integrated Assessment and Intervention Model.” 2018. Web. 20 Oct 2019.

Vancouver:

Stafford A. Integration of Theory and Feasibility in Learning Disability Identification: Examining Criteria Effects in the Integrated Assessment and Intervention Model. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Oct 20]. Available from: https://scholarcommons.sc.edu/etd/5065.

Council of Science Editors:

Stafford A. Integration of Theory and Feasibility in Learning Disability Identification: Examining Criteria Effects in the Integrated Assessment and Intervention Model. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/5065

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