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You searched for subject:(Perceptual learning). Showing records 301 – 307 of 307 total matches.

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301. De Barbaro, Kaya. More than meets the eye : from stress to scaffolding : a microgenesis of infant attention.

Degree: Cognitive science, 2012, University of California – San Diego

 A widely accepted view in developmental science is that infants are biologically prepared to learn complex behaviors via their experiences interacting in a dynamic world… (more)

Subjects/Keywords: Development Infants Testing; Mother and infant; Attention in infants Testing; Cognition in infants Testing; Perceptual-motor learning Testing; Sensorimotor integration Testing

…SBE0542013 to the Temporal Dynamics of Learning Center, an NSF Science of Learning Center… …of these manipulations drive the 3 outputs of the system: actions. Learning is a… …learning about the environment, with the capacity to focus on elements of interest, to a more… …learning, including early language (Bruner, 1975; M Tomasello & Farrar, 1986). In… 

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

APA (6th Edition):

De Barbaro, K. (2012). More than meets the eye : from stress to scaffolding : a microgenesis of infant attention. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/3ct301g9

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):

De Barbaro, Kaya. “More than meets the eye : from stress to scaffolding : a microgenesis of infant attention.” 2012. Thesis, University of California – San Diego. Accessed January 24, 2020. http://www.escholarship.org/uc/item/3ct301g9.

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

MLA Handbook (7th Edition):

De Barbaro, Kaya. “More than meets the eye : from stress to scaffolding : a microgenesis of infant attention.” 2012. Web. 24 Jan 2020.

Vancouver:

De Barbaro K. More than meets the eye : from stress to scaffolding : a microgenesis of infant attention. [Internet] [Thesis]. University of California – San Diego; 2012. [cited 2020 Jan 24]. Available from: http://www.escholarship.org/uc/item/3ct301g9.

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

Council of Science Editors:

De Barbaro K. More than meets the eye : from stress to scaffolding : a microgenesis of infant attention. [Thesis]. University of California – San Diego; 2012. Available from: http://www.escholarship.org/uc/item/3ct301g9

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


University of Florida

302. Downs, Elizabeth, 1953-. The effects of cueing strategy, level of information, and motion condition on children's interpretation of implied motion in pictures.

Degree: 1989, University of Florida

Subjects/Keywords: Child psychology; Drawing; Elementary school students; Grade levels; Information representations; Kindergarten; Perception theory; Pictorial representation; Selective attention; Visual perception; Attention in children; Curriculum and Instruction thesis Ph.D; Perceptual-motor learning; Picture perception; Visual education

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APA (6th Edition):

Downs, Elizabeth, 1. (1989). The effects of cueing strategy, level of information, and motion condition on children's interpretation of implied motion in pictures. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00032810

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):

Downs, Elizabeth, 1953-. “The effects of cueing strategy, level of information, and motion condition on children's interpretation of implied motion in pictures.” 1989. Thesis, University of Florida. Accessed January 24, 2020. http://ufdc.ufl.edu/AA00032810.

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

MLA Handbook (7th Edition):

Downs, Elizabeth, 1953-. “The effects of cueing strategy, level of information, and motion condition on children's interpretation of implied motion in pictures.” 1989. Web. 24 Jan 2020.

Vancouver:

Downs, Elizabeth 1. The effects of cueing strategy, level of information, and motion condition on children's interpretation of implied motion in pictures. [Internet] [Thesis]. University of Florida; 1989. [cited 2020 Jan 24]. Available from: http://ufdc.ufl.edu/AA00032810.

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

Council of Science Editors:

Downs, Elizabeth 1. The effects of cueing strategy, level of information, and motion condition on children's interpretation of implied motion in pictures. [Thesis]. University of Florida; 1989. Available from: http://ufdc.ufl.edu/AA00032810

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


Queensland University of Technology

303. Hannay, Karen Fay. A depth approach to teaching drawing during middle childhood : a case study curriculum evaluation.

Degree: 2000, Queensland University of Technology

Subjects/Keywords: Drawing Study and teaching (Primary); art curriculum; depth approach to teaching drawing; drawing development; educational evaluation; "I cant draw" syndrome; integrated curricula approach; participant-observation methodology; perceptual development; primary art education; schematic drawers; sequential andcumulative learning; teaching/learning strategies; thesis; masters

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

APA (6th Edition):

Hannay, K. F. (2000). A depth approach to teaching drawing during middle childhood : a case study curriculum evaluation. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/36635/

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):

Hannay, Karen Fay. “A depth approach to teaching drawing during middle childhood : a case study curriculum evaluation.” 2000. Thesis, Queensland University of Technology. Accessed January 24, 2020. http://eprints.qut.edu.au/36635/.

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

MLA Handbook (7th Edition):

Hannay, Karen Fay. “A depth approach to teaching drawing during middle childhood : a case study curriculum evaluation.” 2000. Web. 24 Jan 2020.

Vancouver:

Hannay KF. A depth approach to teaching drawing during middle childhood : a case study curriculum evaluation. [Internet] [Thesis]. Queensland University of Technology; 2000. [cited 2020 Jan 24]. Available from: http://eprints.qut.edu.au/36635/.

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

Council of Science Editors:

Hannay KF. A depth approach to teaching drawing during middle childhood : a case study curriculum evaluation. [Thesis]. Queensland University of Technology; 2000. Available from: http://eprints.qut.edu.au/36635/

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


Marshall University

304. Allen, Melinda Kaye. The Effects of a Perceptual-motor Physical Education Program on Reading Skill Level of First-grade Students.

Degree: 1980, Marshall University

 For many years, educators have been intrigued and concerned with the relationships that exist between a child's physical development and cognitive development. Even though some… (more)

Subjects/Keywords: <; p>; Perceptual-motor learning.<; /p>; <; p>; Physical education for children - West Virginia - Logan County.<; /p>; <; p>; First grade (Education) - West Virginia - Logan County.<; /p>;

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

APA (6th Edition):

Allen, M. K. (1980). The Effects of a Perceptual-motor Physical Education Program on Reading Skill Level of First-grade Students. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/246

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):

Allen, Melinda Kaye. “The Effects of a Perceptual-motor Physical Education Program on Reading Skill Level of First-grade Students.” 1980. Thesis, Marshall University. Accessed January 24, 2020. http://mds.marshall.edu/etd/246.

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

MLA Handbook (7th Edition):

Allen, Melinda Kaye. “The Effects of a Perceptual-motor Physical Education Program on Reading Skill Level of First-grade Students.” 1980. Web. 24 Jan 2020.

Vancouver:

Allen MK. The Effects of a Perceptual-motor Physical Education Program on Reading Skill Level of First-grade Students. [Internet] [Thesis]. Marshall University; 1980. [cited 2020 Jan 24]. Available from: http://mds.marshall.edu/etd/246.

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

Council of Science Editors:

Allen MK. The Effects of a Perceptual-motor Physical Education Program on Reading Skill Level of First-grade Students. [Thesis]. Marshall University; 1980. Available from: http://mds.marshall.edu/etd/246

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


University of Florida

305. Scharf-Locascio, Alice Diane, 1964-. Adjustment of adults with traumatic brain injury a qualitative inquiry.

Degree: PhD, Counselor Education, 2001, University of Florida

Subjects/Keywords: Cognitive models; Disabilities; Emotional adjustment; Hospitals; Learning; Perceptual motor coordination; Personal empowerment; Physical trauma; Psychosociology; Traumatic brain injury; Brain Injuries ( mesh ); Brain Injuries  – rehabilitation ( mesh ); Goals ( mesh ); Patient Satisfaction ( mesh ); Physical Therapy Techniques ( mesh ); Rehabilitation  – Case Reports ( mesh )

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

APA (6th Edition):

Scharf-Locascio, Alice Diane, 1. (2001). Adjustment of adults with traumatic brain injury a qualitative inquiry. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00011769

Chicago Manual of Style (16th Edition):

Scharf-Locascio, Alice Diane, 1964-. “Adjustment of adults with traumatic brain injury a qualitative inquiry.” 2001. Doctoral Dissertation, University of Florida. Accessed January 24, 2020. http://ufdc.ufl.edu/AA00011769.

MLA Handbook (7th Edition):

Scharf-Locascio, Alice Diane, 1964-. “Adjustment of adults with traumatic brain injury a qualitative inquiry.” 2001. Web. 24 Jan 2020.

Vancouver:

Scharf-Locascio, Alice Diane 1. Adjustment of adults with traumatic brain injury a qualitative inquiry. [Internet] [Doctoral dissertation]. University of Florida; 2001. [cited 2020 Jan 24]. Available from: http://ufdc.ufl.edu/AA00011769.

Council of Science Editors:

Scharf-Locascio, Alice Diane 1. Adjustment of adults with traumatic brain injury a qualitative inquiry. [Doctoral Dissertation]. University of Florida; 2001. Available from: http://ufdc.ufl.edu/AA00011769

306. Dupuis-Desormeaux, Nathalie. TUTTI! - Music Composition as Dialogue.

Degree: PhD, Music, 2018, York University

 As an engineer, when I could not comprehend a physical phenomenon, I turned to mathematics. As a mathematician, when I could not link sciences to… (more)

Subjects/Keywords: Cognitive psychology; Music composition; Polyphonic music composition; Cognitively informed polyphonic music composition; Dialogical Music Composition Method; Dialogic music composition method; Music theory; Dialogic contrapuntal harmony; Orchestration; Melody; Harmony; Polyphony; Counterpoint; Rhythm; Form; Growth; Music architecture; Music analysis; Dialogue; Music dialogue; Dialog; Music dialog; Dialogism; Bakhtin; Reception theory; Gadamer; Kant; Hegel; Adorno; Schoenberg; Stravinsky; Hindemith; Toch; Huron; Bregman; Francès; Dialogic communication; Music communication; Musical communication; Compelling music; Inclusion; Inclusivity; Inclusiveness; Participation; Participatory music; Music as society; Music as community; Music sociology; Engaging music; Engagement; Collaboration; Balanced dialogue in music; Biophony; Niche discrimination; Krause; Communication studies; Language; Music aesthetics; Aesthetics; Philosophy of music; Musicology; Cognitive psychology; Auditory perception; Music cognition; Cognition; Psychology of perception; Reception; Music reception; Auditory streaming; Auditory scene analysis; Gestalt psychology; Authorship; Imagination; Intertextuality; Mimesis; Appropriation; Appropriative authorship; Authoring; Re-authoring; Imagination as creation; Psychoacoustics; Expectation theory; Theory of expectation; Expectation; Psychology of expectation; Tutti; Music arousal; Intellectual arousal; Emotional arousal; Sensory arousal; Entrainment; Physicality; Stability; Variety; Closure; Uniqueness; Sequential dialogue; Collaborative dialogue; Disjoint dialogue; Surprise; Drama; Dramatic structure; Structure of drama; Dramatic work; Freitag; Representation; Memory; Repetition; Experience; Anticipation; Pointing; Anchoring; Anchor; Tonality; Tonal anchor; Close neighbors; Individuality; Collectivity; Formalism; Functionalism; Subjectivity; Structuralism; Cohen; Marburg; Auditory learning; Style; Conventions; Acculturation; Semiotics; Dynamic expectation; Schematic expectation; Veridical expectation; Symmetry; Motivic repetition; Thematic repetition; Style analysis; Modulation; Modulation tools; Memory as experience; Familiarity; Redundancy; Compositional acculturation; Rimsky-Korsakov; Gevaert; Rameau; Bimodality; Bi-modality; Diatonic; Overtones; Perceptual motion; Pitch proximities; Harmonic motion; Polytonality; Polyrhythm; Contemporary music; Art-music; Western art music; Neoclassicism; Modernism; Inclusive dialogue; What makes music compelling?; Selection and Structuring of Music Parameters to Create Inclusive; Engaging and Participatory Dialogue in Music Composition; Performance; Performativity; Small; Musicking; DeNora; Include; Engage; Listener; Audience; Interpretation; Play; Interaction; Interactive; Performer; Conductor; Orchestra; Orchestral music; Instrumental music; Absolute music; Tone painting; Word painting; Singing; Empathy; Mirror neuron; Music meaning; Music expression; Hanslick; Meyer; Langer

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

APA (6th Edition):

Dupuis-Desormeaux, N. (2018). TUTTI! - Music Composition as Dialogue. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/34488

Chicago Manual of Style (16th Edition):

Dupuis-Desormeaux, Nathalie. “TUTTI! - Music Composition as Dialogue.” 2018. Doctoral Dissertation, York University. Accessed January 24, 2020. http://hdl.handle.net/10315/34488.

MLA Handbook (7th Edition):

Dupuis-Desormeaux, Nathalie. “TUTTI! - Music Composition as Dialogue.” 2018. Web. 24 Jan 2020.

Vancouver:

Dupuis-Desormeaux N. TUTTI! - Music Composition as Dialogue. [Internet] [Doctoral dissertation]. York University; 2018. [cited 2020 Jan 24]. Available from: http://hdl.handle.net/10315/34488.

Council of Science Editors:

Dupuis-Desormeaux N. TUTTI! - Music Composition as Dialogue. [Doctoral Dissertation]. York University; 2018. Available from: http://hdl.handle.net/10315/34488


North Carolina State University

307. Newville, Sandra. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.

Degree: EdD, Adult and Community College Education, 2007, North Carolina State University

 This study describes the framework that artists use to create works of art that foster emancipatory responses in viewers. Then it relates that framework to… (more)

Subjects/Keywords: critical subjectivity; artists? process; emancipatory education; Dewey; diversity of knowing; The Aesthetic Dimension; adult education; abstract knowledge; worldviews; knowledge construction; knowing yourself; John Heron; John Dewey; artistic transcendence; artistic thinking; perceptual function; open-ended thinking; organic perspective; painting; critical consciousness; creativity; presentational knowing; pragmatism; practical mode; teaching from the heart; teaching by feeling; tacit knowledge; artistic intelligence; intuitive cognition; interpersonal intelligence; interaction of self and world; integration of self and world; integrated knowing; integral experience; inertia of habit; imagination; artist educator; art and reason; practical knowing; art and emancipation; Art and Experience; affect; affective mode; agency; analytic aesthetics; art; direct experience; democratic classrooms; Csikszentimihalyi; critical theory; conceptual mode; contextual learning; continuous reflection; phenomenology; phenomenological aesthetics; ways of seeing; whole person; whole person knowing; ways of knowing; unmediated experience; unified ways of knowing; aesthetic ways of knowing; aesthetic experience; trusting the process; The Art of Seeing; thinking and feeling; thinking and painting; thinking beyond reason; transcendental function; transformative learning; subjectivity; subjective reality; ruptura; relational knowing; reflection; rebellious subjectivity; propositional knowing; rational thinking; rational ways of knowing; objective reality; Marcuse; knowledge creation; imaginal mode; Herbert Marcuse; feeling; experiential knowing; emotional function; emotion; emancipatory experience; emancipatory learning; emancipatory values; perspective transformation; dynamics of feeling; critical reflection; critical creativity; critical pragmatism; cognitive function; centered knowing; authentic voice; authentic knowing; authentic experience; arts-based research; artists; artistic ways of knowing

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

APA (6th Edition):

Newville, S. (2007). Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3991

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):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Thesis, North Carolina State University. Accessed January 24, 2020. http://www.lib.ncsu.edu/resolver/1840.16/3991.

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

MLA Handbook (7th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Web. 24 Jan 2020.

Vancouver:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Internet] [Thesis]. North Carolina State University; 2007. [cited 2020 Jan 24]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991.

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

Council of Science Editors:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Thesis]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991

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

[1] … [6] [7] [8] [9] [10] [11]

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