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University: McGill University

You searched for subject:(Learning Psychology of ). Showing records 1 – 30 of 2848 total matches.

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McGill University

1. Hetherington, Phil A. (Phillip Alan). The sequential learning problem in connectionist networks.

Degree: MA, Department of Psychology., 1991, McGill University

 The modelling of strictly sequential experimental tasks, such as serial list learning, has underscored a potential problem for connectionism: namely, the inability of connectionist networks… (more)

Subjects/Keywords: Learning; Psychology of.

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APA (6th Edition):

Hetherington, P. A. (. A. (1991). The sequential learning problem in connectionist networks. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile60076.pdf

Chicago Manual of Style (16th Edition):

Hetherington, Phil A (Phillip Alan). “The sequential learning problem in connectionist networks.” 1991. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile60076.pdf.

MLA Handbook (7th Edition):

Hetherington, Phil A (Phillip Alan). “The sequential learning problem in connectionist networks.” 1991. Web. 20 Oct 2019.

Vancouver:

Hetherington PA(A. The sequential learning problem in connectionist networks. [Internet] [Masters thesis]. McGill University; 1991. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile60076.pdf.

Council of Science Editors:

Hetherington PA(A. The sequential learning problem in connectionist networks. [Masters Thesis]. McGill University; 1991. Available from: http://digitool.library.mcgill.ca/thesisfile60076.pdf


McGill University

2. Moxness, Katherine. The effects of concept mapping on learning approach and meaningful learning.

Degree: MA, Department of Educational Psychology and Counselling., 1991, McGill University

 Two hundred and nine undergraduate students enrolled in an introductory Anthropology course were pre-tested using the Learning and Study Strategy Inventories (LASSI) to establish their… (more)

Subjects/Keywords: Learning, Psychology of; Concept learning

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APA (6th Edition):

Moxness, K. (1991). The effects of concept mapping on learning approach and meaningful learning. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile60560.pdf

Chicago Manual of Style (16th Edition):

Moxness, Katherine. “The effects of concept mapping on learning approach and meaningful learning.” 1991. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile60560.pdf.

MLA Handbook (7th Edition):

Moxness, Katherine. “The effects of concept mapping on learning approach and meaningful learning.” 1991. Web. 20 Oct 2019.

Vancouver:

Moxness K. The effects of concept mapping on learning approach and meaningful learning. [Internet] [Masters thesis]. McGill University; 1991. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile60560.pdf.

Council of Science Editors:

Moxness K. The effects of concept mapping on learning approach and meaningful learning. [Masters Thesis]. McGill University; 1991. Available from: http://digitool.library.mcgill.ca/thesisfile60560.pdf


McGill University

3. Manconi, Lynn. Teachers' understanding of inquiry.

Degree: PhD, Department of Educational and Counselling Psychology., 2003, McGill University

This multi-case study compared the practices and knowledge of six experienced teachers who perceive themselves to use an inquiry approach to instruction, to those of… (more)

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

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APA (6th Edition):

Manconi, L. (2003). Teachers' understanding of inquiry. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile84528.pdf

Chicago Manual of Style (16th Edition):

Manconi, Lynn. “Teachers' understanding of inquiry.” 2003. Doctoral Dissertation, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile84528.pdf.

MLA Handbook (7th Edition):

Manconi, Lynn. “Teachers' understanding of inquiry.” 2003. Web. 20 Oct 2019.

Vancouver:

Manconi L. Teachers' understanding of inquiry. [Internet] [Doctoral dissertation]. McGill University; 2003. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile84528.pdf.

Council of Science Editors:

Manconi L. Teachers' understanding of inquiry. [Doctoral Dissertation]. McGill University; 2003. Available from: http://digitool.library.mcgill.ca/thesisfile84528.pdf


McGill University

4. Gardner, Elizabeth Barkentin. The effect of subcortical chemical injection on the consolidation of learning.

Degree: PhD, Department of Psychology., 1966, McGill University

 There is evidence that the long-term memory of an event is established by processes that continue in the nervous system for a period of time… (more)

Subjects/Keywords: Learning, Psychology of.; Psychophysiology; Psychology.

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APA (6th Edition):

Gardner, E. B. (1966). The effect of subcortical chemical injection on the consolidation of learning. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile73618.pdf

Chicago Manual of Style (16th Edition):

Gardner, Elizabeth Barkentin. “The effect of subcortical chemical injection on the consolidation of learning.” 1966. Doctoral Dissertation, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile73618.pdf.

MLA Handbook (7th Edition):

Gardner, Elizabeth Barkentin. “The effect of subcortical chemical injection on the consolidation of learning.” 1966. Web. 20 Oct 2019.

Vancouver:

Gardner EB. The effect of subcortical chemical injection on the consolidation of learning. [Internet] [Doctoral dissertation]. McGill University; 1966. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile73618.pdf.

Council of Science Editors:

Gardner EB. The effect of subcortical chemical injection on the consolidation of learning. [Doctoral Dissertation]. McGill University; 1966. Available from: http://digitool.library.mcgill.ca/thesisfile73618.pdf


McGill University

5. Orbach, Leora. Motor factors in children's learning.

Degree: MA, Department of Psychology, 1965, McGill University

 Fifty-one children, ages 4, 5, and 6, wcre required to learn a temporal series of spatial positions under three expcrimental conditions which varied in their… (more)

Subjects/Keywords: Movement, Psychology of; Learning, Psychology of; Psychology.

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APA (6th Edition):

Orbach, L. (1965). Motor factors in children's learning. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile47627.pdf

Chicago Manual of Style (16th Edition):

Orbach, Leora. “Motor factors in children's learning.” 1965. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile47627.pdf.

MLA Handbook (7th Edition):

Orbach, Leora. “Motor factors in children's learning.” 1965. Web. 20 Oct 2019.

Vancouver:

Orbach L. Motor factors in children's learning. [Internet] [Masters thesis]. McGill University; 1965. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile47627.pdf.

Council of Science Editors:

Orbach L. Motor factors in children's learning. [Masters Thesis]. McGill University; 1965. Available from: http://digitool.library.mcgill.ca/thesisfile47627.pdf


McGill University

6. Cotter, Catherine Anne. Psychoanalytic learning theory : primary and secondary modes of thought, implications for knowledge and mind.

Degree: MA, Faculty of Education, 1976, McGill University

Subjects/Keywords: Psychoanalysis.; Learning, Psychology of.

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APA (6th Edition):

Cotter, C. A. (1976). Psychoanalytic learning theory : primary and secondary modes of thought, implications for knowledge and mind. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile51979.pdf

Chicago Manual of Style (16th Edition):

Cotter, Catherine Anne. “Psychoanalytic learning theory : primary and secondary modes of thought, implications for knowledge and mind.” 1976. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile51979.pdf.

MLA Handbook (7th Edition):

Cotter, Catherine Anne. “Psychoanalytic learning theory : primary and secondary modes of thought, implications for knowledge and mind.” 1976. Web. 20 Oct 2019.

Vancouver:

Cotter CA. Psychoanalytic learning theory : primary and secondary modes of thought, implications for knowledge and mind. [Internet] [Masters thesis]. McGill University; 1976. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile51979.pdf.

Council of Science Editors:

Cotter CA. Psychoanalytic learning theory : primary and secondary modes of thought, implications for knowledge and mind. [Masters Thesis]. McGill University; 1976. Available from: http://digitool.library.mcgill.ca/thesisfile51979.pdf


McGill University

7. Price, Nancy, 1966-. An investigation of the relationships between learning context, student approach to learning and student learning outcomes in distance education.

Degree: MA, Department of Educational and Counselling Psychology., 1997, McGill University

 The purpose of the present study was to explore qualitative differences in student learning outcomes in distance education courses. The following relationships were examined within… (more)

Subjects/Keywords: Distance education.; Learning, Psychology of.

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APA (6th Edition):

Price, Nancy, 1. (1997). An investigation of the relationships between learning context, student approach to learning and student learning outcomes in distance education. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile20460.pdf

Chicago Manual of Style (16th Edition):

Price, Nancy, 1966-. “An investigation of the relationships between learning context, student approach to learning and student learning outcomes in distance education.” 1997. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile20460.pdf.

MLA Handbook (7th Edition):

Price, Nancy, 1966-. “An investigation of the relationships between learning context, student approach to learning and student learning outcomes in distance education.” 1997. Web. 20 Oct 2019.

Vancouver:

Price, Nancy 1. An investigation of the relationships between learning context, student approach to learning and student learning outcomes in distance education. [Internet] [Masters thesis]. McGill University; 1997. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile20460.pdf.

Council of Science Editors:

Price, Nancy 1. An investigation of the relationships between learning context, student approach to learning and student learning outcomes in distance education. [Masters Thesis]. McGill University; 1997. Available from: http://digitool.library.mcgill.ca/thesisfile20460.pdf


McGill University

8. Schermerhorn, Shirleen M. Learning principles of probability in student dyads: a cross-age comparison.

Degree: MA, Department of Psychology, 1973, McGill University

Subjects/Keywords: Learning, Psychology of; Education, General.

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APA (6th Edition):

Schermerhorn, S. M. (1973). Learning principles of probability in student dyads: a cross-age comparison. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile45942.pdf

Chicago Manual of Style (16th Edition):

Schermerhorn, Shirleen M. “Learning principles of probability in student dyads: a cross-age comparison.” 1973. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile45942.pdf.

MLA Handbook (7th Edition):

Schermerhorn, Shirleen M. “Learning principles of probability in student dyads: a cross-age comparison.” 1973. Web. 20 Oct 2019.

Vancouver:

Schermerhorn SM. Learning principles of probability in student dyads: a cross-age comparison. [Internet] [Masters thesis]. McGill University; 1973. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile45942.pdf.

Council of Science Editors:

Schermerhorn SM. Learning principles of probability in student dyads: a cross-age comparison. [Masters Thesis]. McGill University; 1973. Available from: http://digitool.library.mcgill.ca/thesisfile45942.pdf


McGill University

9. Johnston, C. Céleste Smith. The promotion of social competencies in toddlers through peer modeling.

Degree: EdD, Department of Counsellor Education, 1979, McGill University

Note:

The major hypothesis of this study that was tested determined whether the socially competent behaviours of day-care toddlers could be increased by exposing them… (more)

Subjects/Keywords: Child development.; Learning, Psychology of.

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APA (6th Edition):

Johnston, C. C. S. (1979). The promotion of social competencies in toddlers through peer modeling. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile151605.pdf

Chicago Manual of Style (16th Edition):

Johnston, C Céleste Smith. “The promotion of social competencies in toddlers through peer modeling.” 1979. Doctoral Dissertation, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile151605.pdf.

MLA Handbook (7th Edition):

Johnston, C Céleste Smith. “The promotion of social competencies in toddlers through peer modeling.” 1979. Web. 20 Oct 2019.

Vancouver:

Johnston CCS. The promotion of social competencies in toddlers through peer modeling. [Internet] [Doctoral dissertation]. McGill University; 1979. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile151605.pdf.

Council of Science Editors:

Johnston CCS. The promotion of social competencies in toddlers through peer modeling. [Doctoral Dissertation]. McGill University; 1979. Available from: http://digitool.library.mcgill.ca/thesisfile151605.pdf


McGill University

10. Weinstein, Rhona. Sentence structure and retention in good and poor readers.

Degree: MA, Department of Psychology., 1968, McGill University

Subjects/Keywords: Psycholinguistics.; Learning, Psychology of.

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APA (6th Edition):

Weinstein, R. (1968). Sentence structure and retention in good and poor readers. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile47236.pdf

Chicago Manual of Style (16th Edition):

Weinstein, Rhona. “Sentence structure and retention in good and poor readers.” 1968. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile47236.pdf.

MLA Handbook (7th Edition):

Weinstein, Rhona. “Sentence structure and retention in good and poor readers.” 1968. Web. 20 Oct 2019.

Vancouver:

Weinstein R. Sentence structure and retention in good and poor readers. [Internet] [Masters thesis]. McGill University; 1968. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile47236.pdf.

Council of Science Editors:

Weinstein R. Sentence structure and retention in good and poor readers. [Masters Thesis]. McGill University; 1968. Available from: http://digitool.library.mcgill.ca/thesisfile47236.pdf


McGill University

11. Israeloff, Alanna. Comparison of feedback generated by experts and learners during formative evaluation.

Degree: MA, Department of Educational Psychology and Counselling., 1992, McGill University

 Despite the recommendation to use both expert and learner feedback during formative evaluation, little research has compared the differences in data produced by these two… (more)

Subjects/Keywords: Learning, Psychology of; Specialists.

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APA (6th Edition):

Israeloff, A. (1992). Comparison of feedback generated by experts and learners during formative evaluation. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile61293.pdf

Chicago Manual of Style (16th Edition):

Israeloff, Alanna. “Comparison of feedback generated by experts and learners during formative evaluation.” 1992. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile61293.pdf.

MLA Handbook (7th Edition):

Israeloff, Alanna. “Comparison of feedback generated by experts and learners during formative evaluation.” 1992. Web. 20 Oct 2019.

Vancouver:

Israeloff A. Comparison of feedback generated by experts and learners during formative evaluation. [Internet] [Masters thesis]. McGill University; 1992. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile61293.pdf.

Council of Science Editors:

Israeloff A. Comparison of feedback generated by experts and learners during formative evaluation. [Masters Thesis]. McGill University; 1992. Available from: http://digitool.library.mcgill.ca/thesisfile61293.pdf


McGill University

12. Shannon, Elizabeth Baillie. A study of transfer in bright and dull children.

Degree: PhD, Department of Psychology., 1968, McGill University

Subjects/Keywords: Learning, Psychology of.; Child psychology; Intellect

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APA (6th Edition):

Shannon, E. B. (1968). A study of transfer in bright and dull children. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile70146.pdf

Chicago Manual of Style (16th Edition):

Shannon, Elizabeth Baillie. “A study of transfer in bright and dull children.” 1968. Doctoral Dissertation, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile70146.pdf.

MLA Handbook (7th Edition):

Shannon, Elizabeth Baillie. “A study of transfer in bright and dull children.” 1968. Web. 20 Oct 2019.

Vancouver:

Shannon EB. A study of transfer in bright and dull children. [Internet] [Doctoral dissertation]. McGill University; 1968. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile70146.pdf.

Council of Science Editors:

Shannon EB. A study of transfer in bright and dull children. [Doctoral Dissertation]. McGill University; 1968. Available from: http://digitool.library.mcgill.ca/thesisfile70146.pdf


McGill University

13. Prescott, James W. A factor analysis of electrodermal response measures : a study in human conditioning.

Degree: PhD, Department of Psychology., 1964, McGill University

 Estes (l962) has stated that there may be as many outcomes in the evaluation of a learning experiment as there are changes in performance. Since… (more)

Subjects/Keywords: Psychology.; Conditioned response.; Learning, psychology of.

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APA (6th Edition):

Prescott, J. W. (1964). A factor analysis of electrodermal response measures : a study in human conditioning. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile116617.pdf

Chicago Manual of Style (16th Edition):

Prescott, James W. “A factor analysis of electrodermal response measures : a study in human conditioning.” 1964. Doctoral Dissertation, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile116617.pdf.

MLA Handbook (7th Edition):

Prescott, James W. “A factor analysis of electrodermal response measures : a study in human conditioning.” 1964. Web. 20 Oct 2019.

Vancouver:

Prescott JW. A factor analysis of electrodermal response measures : a study in human conditioning. [Internet] [Doctoral dissertation]. McGill University; 1964. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile116617.pdf.

Council of Science Editors:

Prescott JW. A factor analysis of electrodermal response measures : a study in human conditioning. [Doctoral Dissertation]. McGill University; 1964. Available from: http://digitool.library.mcgill.ca/thesisfile116617.pdf


McGill University

14. Varshney, Nicole Memorice. The effects of prior knowledge on concept learning : an issue of function compatibility.

Degree: MS, Department of Psychology., 1996, McGill University

 This study examines how prior knowledge influences future learning. Although it has been established that prior knowledge does have a strong impact on later learning,… (more)

Subjects/Keywords: Concept learning.; Transfer of training.; Learning, Psychology of.

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APA (6th Edition):

Varshney, N. M. (1996). The effects of prior knowledge on concept learning : an issue of function compatibility. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile24044.pdf

Chicago Manual of Style (16th Edition):

Varshney, Nicole Memorice. “The effects of prior knowledge on concept learning : an issue of function compatibility.” 1996. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile24044.pdf.

MLA Handbook (7th Edition):

Varshney, Nicole Memorice. “The effects of prior knowledge on concept learning : an issue of function compatibility.” 1996. Web. 20 Oct 2019.

Vancouver:

Varshney NM. The effects of prior knowledge on concept learning : an issue of function compatibility. [Internet] [Masters thesis]. McGill University; 1996. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile24044.pdf.

Council of Science Editors:

Varshney NM. The effects of prior knowledge on concept learning : an issue of function compatibility. [Masters Thesis]. McGill University; 1996. Available from: http://digitool.library.mcgill.ca/thesisfile24044.pdf


McGill University

15. Forgays, Donald G. The effects of positive and negative incentives in serial learning : fixation and variability of response as a result of symbolic reward and symbolic punishment.

Degree: MA., Department of Psychology., 1948, McGill University

 The questions to be answered by an examination of the results of these experiments are as follows: (1) Will an empirical baseline of repetition (as… (more)

Subjects/Keywords: LEARNING, PSYCHOLOGY OF.; PSYCHOLOGY  – MENTAL TESTS.; Psychology.

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APA (6th Edition):

Forgays, D. G. (1948). The effects of positive and negative incentives in serial learning : fixation and variability of response as a result of symbolic reward and symbolic punishment. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile125092.pdf

Chicago Manual of Style (16th Edition):

Forgays, Donald G. “The effects of positive and negative incentives in serial learning : fixation and variability of response as a result of symbolic reward and symbolic punishment.” 1948. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile125092.pdf.

MLA Handbook (7th Edition):

Forgays, Donald G. “The effects of positive and negative incentives in serial learning : fixation and variability of response as a result of symbolic reward and symbolic punishment.” 1948. Web. 20 Oct 2019.

Vancouver:

Forgays DG. The effects of positive and negative incentives in serial learning : fixation and variability of response as a result of symbolic reward and symbolic punishment. [Internet] [Masters thesis]. McGill University; 1948. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile125092.pdf.

Council of Science Editors:

Forgays DG. The effects of positive and negative incentives in serial learning : fixation and variability of response as a result of symbolic reward and symbolic punishment. [Masters Thesis]. McGill University; 1948. Available from: http://digitool.library.mcgill.ca/thesisfile125092.pdf


McGill University

16. Ellis, Stephen R. The effect of strangeness on incidental learning.

Degree: MA, Department of Psychology., 1971, McGill University

Subjects/Keywords: Learning, Psychology of; Conditioned response; Paired-association learning

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APA (6th Edition):

Ellis, S. R. (1971). The effect of strangeness on incidental learning. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile49174.pdf

Chicago Manual of Style (16th Edition):

Ellis, Stephen R. “The effect of strangeness on incidental learning.” 1971. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile49174.pdf.

MLA Handbook (7th Edition):

Ellis, Stephen R. “The effect of strangeness on incidental learning.” 1971. Web. 20 Oct 2019.

Vancouver:

Ellis SR. The effect of strangeness on incidental learning. [Internet] [Masters thesis]. McGill University; 1971. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile49174.pdf.

Council of Science Editors:

Ellis SR. The effect of strangeness on incidental learning. [Masters Thesis]. McGill University; 1971. Available from: http://digitool.library.mcgill.ca/thesisfile49174.pdf


McGill University

17. Dubuc, Paul A. Disciplinary differences in students' approaches to the learning task.

Degree: MA, Department of Educational and Counselling Psychology., 1999, McGill University

 This study investigated disciplinary differences in students' approaches to the learning task. Students in introductory undergraduate courses (English, psychology, education, engineering) had different levels of… (more)

Subjects/Keywords: Self-control.; Learning, Psychology of.; Learning strategies.

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APA (6th Edition):

Dubuc, P. A. (1999). Disciplinary differences in students' approaches to the learning task. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile30162.pdf

Chicago Manual of Style (16th Edition):

Dubuc, Paul A. “Disciplinary differences in students' approaches to the learning task.” 1999. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile30162.pdf.

MLA Handbook (7th Edition):

Dubuc, Paul A. “Disciplinary differences in students' approaches to the learning task.” 1999. Web. 20 Oct 2019.

Vancouver:

Dubuc PA. Disciplinary differences in students' approaches to the learning task. [Internet] [Masters thesis]. McGill University; 1999. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile30162.pdf.

Council of Science Editors:

Dubuc PA. Disciplinary differences in students' approaches to the learning task. [Masters Thesis]. McGill University; 1999. Available from: http://digitool.library.mcgill.ca/thesisfile30162.pdf


McGill University

18. Stark, Judy Katalin. The effects of an audience on various parameters of motor learning.

Degree: MA, Department of Physical Education, 1977, McGill University

Subjects/Keywords: Motor learning.; Perceptual-motor learning.; Movement, Psychology of.

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APA (6th Edition):

Stark, J. K. (1977). The effects of an audience on various parameters of motor learning. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile53844.pdf

Chicago Manual of Style (16th Edition):

Stark, Judy Katalin. “The effects of an audience on various parameters of motor learning.” 1977. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile53844.pdf.

MLA Handbook (7th Edition):

Stark, Judy Katalin. “The effects of an audience on various parameters of motor learning.” 1977. Web. 20 Oct 2019.

Vancouver:

Stark JK. The effects of an audience on various parameters of motor learning. [Internet] [Masters thesis]. McGill University; 1977. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile53844.pdf.

Council of Science Editors:

Stark JK. The effects of an audience on various parameters of motor learning. [Masters Thesis]. McGill University; 1977. Available from: http://digitool.library.mcgill.ca/thesisfile53844.pdf


McGill University

19. Saint-Aubin, Pierre. Effects of skill level and task difficulty on various parameters of motor performance.

Degree: MA, Department of Physical Education, 1977, McGill University

Subjects/Keywords: Motor learning.; Perceptual-motor learning.; Movement, Psychology of.

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APA (6th Edition):

Saint-Aubin, P. (1977). Effects of skill level and task difficulty on various parameters of motor performance. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile53831.pdf

Chicago Manual of Style (16th Edition):

Saint-Aubin, Pierre. “Effects of skill level and task difficulty on various parameters of motor performance.” 1977. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile53831.pdf.

MLA Handbook (7th Edition):

Saint-Aubin, Pierre. “Effects of skill level and task difficulty on various parameters of motor performance.” 1977. Web. 20 Oct 2019.

Vancouver:

Saint-Aubin P. Effects of skill level and task difficulty on various parameters of motor performance. [Internet] [Masters thesis]. McGill University; 1977. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile53831.pdf.

Council of Science Editors:

Saint-Aubin P. Effects of skill level and task difficulty on various parameters of motor performance. [Masters Thesis]. McGill University; 1977. Available from: http://digitool.library.mcgill.ca/thesisfile53831.pdf


McGill University

20. Derevensky, Jeffrey L. Developmental changes in children's use of verbal, nonverbal and spatial-positional cues for memory.

Degree: MA, Faculty of Education, 1973, McGill University

Subjects/Keywords: Memory; Learning, Psychology of; Education, General.

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APA (6th Edition):

Derevensky, J. L. (1973). Developmental changes in children's use of verbal, nonverbal and spatial-positional cues for memory. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile45943.pdf

Chicago Manual of Style (16th Edition):

Derevensky, Jeffrey L. “Developmental changes in children's use of verbal, nonverbal and spatial-positional cues for memory.” 1973. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile45943.pdf.

MLA Handbook (7th Edition):

Derevensky, Jeffrey L. “Developmental changes in children's use of verbal, nonverbal and spatial-positional cues for memory.” 1973. Web. 20 Oct 2019.

Vancouver:

Derevensky JL. Developmental changes in children's use of verbal, nonverbal and spatial-positional cues for memory. [Internet] [Masters thesis]. McGill University; 1973. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile45943.pdf.

Council of Science Editors:

Derevensky JL. Developmental changes in children's use of verbal, nonverbal and spatial-positional cues for memory. [Masters Thesis]. McGill University; 1973. Available from: http://digitool.library.mcgill.ca/thesisfile45943.pdf


McGill University

21. Stafford, Judy Mary. Expert-novice differences in resequencing as a function of knowledge base.

Degree: MA, Department of Physical Education., 1988, McGill University

Subjects/Keywords: Movement, Psychology of; Perceptual learning; Gymnastics

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APA (6th Edition):

Stafford, J. M. (1988). Expert-novice differences in resequencing as a function of knowledge base. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile63888.pdf

Chicago Manual of Style (16th Edition):

Stafford, Judy Mary. “Expert-novice differences in resequencing as a function of knowledge base.” 1988. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile63888.pdf.

MLA Handbook (7th Edition):

Stafford, Judy Mary. “Expert-novice differences in resequencing as a function of knowledge base.” 1988. Web. 20 Oct 2019.

Vancouver:

Stafford JM. Expert-novice differences in resequencing as a function of knowledge base. [Internet] [Masters thesis]. McGill University; 1988. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile63888.pdf.

Council of Science Editors:

Stafford JM. Expert-novice differences in resequencing as a function of knowledge base. [Masters Thesis]. McGill University; 1988. Available from: http://digitool.library.mcgill.ca/thesisfile63888.pdf


McGill University

22. Richardson, Astrid Marie. Effects of leader style, leader consistency, and participant personality on learning and other variables in small group.

Degree: PhD, Department of Psychology., 1986, McGill University

Subjects/Keywords: Leadership.; Small groups.; Learning, Psychology of.

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APA (6th Edition):

Richardson, A. M. (1986). Effects of leader style, leader consistency, and participant personality on learning and other variables in small group. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile72811.pdf

Chicago Manual of Style (16th Edition):

Richardson, Astrid Marie. “Effects of leader style, leader consistency, and participant personality on learning and other variables in small group.” 1986. Doctoral Dissertation, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile72811.pdf.

MLA Handbook (7th Edition):

Richardson, Astrid Marie. “Effects of leader style, leader consistency, and participant personality on learning and other variables in small group.” 1986. Web. 20 Oct 2019.

Vancouver:

Richardson AM. Effects of leader style, leader consistency, and participant personality on learning and other variables in small group. [Internet] [Doctoral dissertation]. McGill University; 1986. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile72811.pdf.

Council of Science Editors:

Richardson AM. Effects of leader style, leader consistency, and participant personality on learning and other variables in small group. [Doctoral Dissertation]. McGill University; 1986. Available from: http://digitool.library.mcgill.ca/thesisfile72811.pdf


McGill University

23. Zussman, David. The convergent-divergent abilities of students and their teachers.

Degree: PhD, Department of Psychology, 1975, McGill University

Subjects/Keywords: Learning, Psychology of; Thought and thinking.

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APA (6th Edition):

Zussman, D. (1975). The convergent-divergent abilities of students and their teachers. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile69095.pdf

Chicago Manual of Style (16th Edition):

Zussman, David. “The convergent-divergent abilities of students and their teachers.” 1975. Doctoral Dissertation, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile69095.pdf.

MLA Handbook (7th Edition):

Zussman, David. “The convergent-divergent abilities of students and their teachers.” 1975. Web. 20 Oct 2019.

Vancouver:

Zussman D. The convergent-divergent abilities of students and their teachers. [Internet] [Doctoral dissertation]. McGill University; 1975. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile69095.pdf.

Council of Science Editors:

Zussman D. The convergent-divergent abilities of students and their teachers. [Doctoral Dissertation]. McGill University; 1975. Available from: http://digitool.library.mcgill.ca/thesisfile69095.pdf


McGill University

24. Côté, Benoît. Analyse d'une situation d'apprentissage d'opérations numériques au debut du secondaire.

Degree: PhD, Department of Educational Psychology and Counselling, 1981, McGill University

 This thesis presents an analysis of a learning situation of positive and negative integers. It is considered as a case study within the more general… (more)

Subjects/Keywords: Cognition; Number concept; Learning, Psychology of

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APA (6th Edition):

Côté, B. (1981). Analyse d'une situation d'apprentissage d'opérations numériques au debut du secondaire. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile68605.pdf

Chicago Manual of Style (16th Edition):

Côté, Benoît. “Analyse d'une situation d'apprentissage d'opérations numériques au debut du secondaire.” 1981. Doctoral Dissertation, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile68605.pdf.

MLA Handbook (7th Edition):

Côté, Benoît. “Analyse d'une situation d'apprentissage d'opérations numériques au debut du secondaire.” 1981. Web. 20 Oct 2019.

Vancouver:

Côté B. Analyse d'une situation d'apprentissage d'opérations numériques au debut du secondaire. [Internet] [Doctoral dissertation]. McGill University; 1981. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile68605.pdf.

Council of Science Editors:

Côté B. Analyse d'une situation d'apprentissage d'opérations numériques au debut du secondaire. [Doctoral Dissertation]. McGill University; 1981. Available from: http://digitool.library.mcgill.ca/thesisfile68605.pdf


McGill University

25. Moore, John Neely. The effect of using behavioral objectives in an undergraduate biology laboratory on student achievement and satisfaction.

Degree: MA, Faculty of Education, 1971, McGill University

Subjects/Keywords: Learning, Psychology of; Behaviorism (Psychology); Academic achievement

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APA (6th Edition):

Moore, J. N. (1971). The effect of using behavioral objectives in an undergraduate biology laboratory on student achievement and satisfaction. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile48226.pdf

Chicago Manual of Style (16th Edition):

Moore, John Neely. “The effect of using behavioral objectives in an undergraduate biology laboratory on student achievement and satisfaction.” 1971. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile48226.pdf.

MLA Handbook (7th Edition):

Moore, John Neely. “The effect of using behavioral objectives in an undergraduate biology laboratory on student achievement and satisfaction.” 1971. Web. 20 Oct 2019.

Vancouver:

Moore JN. The effect of using behavioral objectives in an undergraduate biology laboratory on student achievement and satisfaction. [Internet] [Masters thesis]. McGill University; 1971. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile48226.pdf.

Council of Science Editors:

Moore JN. The effect of using behavioral objectives in an undergraduate biology laboratory on student achievement and satisfaction. [Masters Thesis]. McGill University; 1971. Available from: http://digitool.library.mcgill.ca/thesisfile48226.pdf


McGill University

26. Henry, Arthur Monroe. Neogenetic abstraction as an essential principle of learning and intelligence : with particular reference to methods of teaching mathematics, science, language and other subjects, with a view to creating an active method of teaching pupils to think.

Degree: MA, Department of Education., 1938, McGill University

 [...] The word Noegenetic in the title of this thesis, the epithet of those processes which generate knowledge in contrastto the anoegnetic or merely quantitative,… (more)

Subjects/Keywords: Child psychology.; Learning, Psychology of.; Thought and thinking.

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APA (6th Edition):

Henry, A. M. (1938). Neogenetic abstraction as an essential principle of learning and intelligence : with particular reference to methods of teaching mathematics, science, language and other subjects, with a view to creating an active method of teaching pupils to think. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile131999.pdf

Chicago Manual of Style (16th Edition):

Henry, Arthur Monroe. “Neogenetic abstraction as an essential principle of learning and intelligence : with particular reference to methods of teaching mathematics, science, language and other subjects, with a view to creating an active method of teaching pupils to think.” 1938. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile131999.pdf.

MLA Handbook (7th Edition):

Henry, Arthur Monroe. “Neogenetic abstraction as an essential principle of learning and intelligence : with particular reference to methods of teaching mathematics, science, language and other subjects, with a view to creating an active method of teaching pupils to think.” 1938. Web. 20 Oct 2019.

Vancouver:

Henry AM. Neogenetic abstraction as an essential principle of learning and intelligence : with particular reference to methods of teaching mathematics, science, language and other subjects, with a view to creating an active method of teaching pupils to think. [Internet] [Masters thesis]. McGill University; 1938. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile131999.pdf.

Council of Science Editors:

Henry AM. Neogenetic abstraction as an essential principle of learning and intelligence : with particular reference to methods of teaching mathematics, science, language and other subjects, with a view to creating an active method of teaching pupils to think. [Masters Thesis]. McGill University; 1938. Available from: http://digitool.library.mcgill.ca/thesisfile131999.pdf


McGill University

27. Vallerand, Robert J. The effects of material reward and verbal reinforcement on the intrinsic motivation toward a motor task.

Degree: MA, Department of Physical Education, 1979, McGill University

Subjects/Keywords: Motivation (Psychology); Motor learning.; Movement, Psychology of.

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APA (6th Edition):

Vallerand, R. J. (1979). The effects of material reward and verbal reinforcement on the intrinsic motivation toward a motor task. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile52337.pdf

Chicago Manual of Style (16th Edition):

Vallerand, Robert J. “The effects of material reward and verbal reinforcement on the intrinsic motivation toward a motor task.” 1979. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile52337.pdf.

MLA Handbook (7th Edition):

Vallerand, Robert J. “The effects of material reward and verbal reinforcement on the intrinsic motivation toward a motor task.” 1979. Web. 20 Oct 2019.

Vancouver:

Vallerand RJ. The effects of material reward and verbal reinforcement on the intrinsic motivation toward a motor task. [Internet] [Masters thesis]. McGill University; 1979. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile52337.pdf.

Council of Science Editors:

Vallerand RJ. The effects of material reward and verbal reinforcement on the intrinsic motivation toward a motor task. [Masters Thesis]. McGill University; 1979. Available from: http://digitool.library.mcgill.ca/thesisfile52337.pdf


McGill University

28. Kubes, Milena. Integrative processes in the acquisition of knowledge from text.

Degree: MA, Department of Educational Psychology and Counselling., 1982, McGill University

Subjects/Keywords: Learning, Psychology of.; Integration (Theory of knowledge); Memory.

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APA (6th Edition):

Kubes, M. (1982). Integrative processes in the acquisition of knowledge from text. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile62648.pdf

Chicago Manual of Style (16th Edition):

Kubes, Milena. “Integrative processes in the acquisition of knowledge from text.” 1982. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile62648.pdf.

MLA Handbook (7th Edition):

Kubes, Milena. “Integrative processes in the acquisition of knowledge from text.” 1982. Web. 20 Oct 2019.

Vancouver:

Kubes M. Integrative processes in the acquisition of knowledge from text. [Internet] [Masters thesis]. McGill University; 1982. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile62648.pdf.

Council of Science Editors:

Kubes M. Integrative processes in the acquisition of knowledge from text. [Masters Thesis]. McGill University; 1982. Available from: http://digitool.library.mcgill.ca/thesisfile62648.pdf


McGill University

29. Vineberg, Gwen. Options and attitudes in elementary English.

Degree: MA, Department of Educational Psychology, 1974, McGill University

Subjects/Keywords: English language  – Study and teaching (Elementary); Learning, Psychology of.

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APA (6th Edition):

Vineberg, G. (1974). Options and attitudes in elementary English. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile51948.pdf

Chicago Manual of Style (16th Edition):

Vineberg, Gwen. “Options and attitudes in elementary English.” 1974. Masters Thesis, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile51948.pdf.

MLA Handbook (7th Edition):

Vineberg, Gwen. “Options and attitudes in elementary English.” 1974. Web. 20 Oct 2019.

Vancouver:

Vineberg G. Options and attitudes in elementary English. [Internet] [Masters thesis]. McGill University; 1974. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile51948.pdf.

Council of Science Editors:

Vineberg G. Options and attitudes in elementary English. [Masters Thesis]. McGill University; 1974. Available from: http://digitool.library.mcgill.ca/thesisfile51948.pdf


McGill University

30. French, Lisa Rebecca. Do gifted children prefer to work alone? : a social-constructivist re-examination of the longstanding claim.

Degree: PhD, Department of Educational and Counselling Psychology., 2007, McGill University

 The long-held notion that gifted students prefer to work alone is reported in several general textbooks on gifted children. However, studies addressing this issue are… (more)

Subjects/Keywords: Gifted children.; Learning, Psychology of.; Cognitive styles.

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APA (6th Edition):

French, L. R. (2007). Do gifted children prefer to work alone? : a social-constructivist re-examination of the longstanding claim. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile103196.pdf

Chicago Manual of Style (16th Edition):

French, Lisa Rebecca. “Do gifted children prefer to work alone? : a social-constructivist re-examination of the longstanding claim.” 2007. Doctoral Dissertation, McGill University. Accessed October 20, 2019. http://digitool.library.mcgill.ca/thesisfile103196.pdf.

MLA Handbook (7th Edition):

French, Lisa Rebecca. “Do gifted children prefer to work alone? : a social-constructivist re-examination of the longstanding claim.” 2007. Web. 20 Oct 2019.

Vancouver:

French LR. Do gifted children prefer to work alone? : a social-constructivist re-examination of the longstanding claim. [Internet] [Doctoral dissertation]. McGill University; 2007. [cited 2019 Oct 20]. Available from: http://digitool.library.mcgill.ca/thesisfile103196.pdf.

Council of Science Editors:

French LR. Do gifted children prefer to work alone? : a social-constructivist re-examination of the longstanding claim. [Doctoral Dissertation]. McGill University; 2007. Available from: http://digitool.library.mcgill.ca/thesisfile103196.pdf

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