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University: Harvard University

You searched for subject:(Psychology Experimental). Showing records 1 – 20 of 20 total matches.

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Harvard University

1. Liu, Guanyu. Neutral Mood Induction During Reconsolidation Reduces Accuracy, but Not Vividness and Anxiety, of Emotional Episodic Memories.

Degree: ALM, Psychology, 2015, Harvard University

 When consolidated memories are reactivated, they become labile and have to go through reconsolidation to become stabilized.  This property of memory may potentially be used… (more)

Subjects/Keywords: Psychology, Experimental; Psychology, General

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APA (6th Edition):

Liu, G. (2015). Neutral Mood Induction During Reconsolidation Reduces Accuracy, but Not Vividness and Anxiety, of Emotional Episodic Memories. (Masters Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:24078359

Chicago Manual of Style (16th Edition):

Liu, Guanyu. “Neutral Mood Induction During Reconsolidation Reduces Accuracy, but Not Vividness and Anxiety, of Emotional Episodic Memories.” 2015. Masters Thesis, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:24078359.

MLA Handbook (7th Edition):

Liu, Guanyu. “Neutral Mood Induction During Reconsolidation Reduces Accuracy, but Not Vividness and Anxiety, of Emotional Episodic Memories.” 2015. Web. 23 Jul 2019.

Vancouver:

Liu G. Neutral Mood Induction During Reconsolidation Reduces Accuracy, but Not Vividness and Anxiety, of Emotional Episodic Memories. [Internet] [Masters thesis]. Harvard University; 2015. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:24078359.

Council of Science Editors:

Liu G. Neutral Mood Induction During Reconsolidation Reduces Accuracy, but Not Vividness and Anxiety, of Emotional Episodic Memories. [Masters Thesis]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:24078359


Harvard University

2. Sezer, Ovul. Misguided Self-Presentation: The Ironic Consequences of Humblebragging, Backhanded Compliments and Namedropping.

Degree: PhD, 2017, Harvard University

The ability to present oneself effectively to others is one of the most essential skills in social and organizational life. In this research, I identify… (more)

Subjects/Keywords: Psychology, Social; Psychology, Experimental

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APA (6th Edition):

Sezer, O. (2017). Misguided Self-Presentation: The Ironic Consequences of Humblebragging, Backhanded Compliments and Namedropping. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:40046523

Chicago Manual of Style (16th Edition):

Sezer, Ovul. “Misguided Self-Presentation: The Ironic Consequences of Humblebragging, Backhanded Compliments and Namedropping.” 2017. Doctoral Dissertation, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:40046523.

MLA Handbook (7th Edition):

Sezer, Ovul. “Misguided Self-Presentation: The Ironic Consequences of Humblebragging, Backhanded Compliments and Namedropping.” 2017. Web. 23 Jul 2019.

Vancouver:

Sezer O. Misguided Self-Presentation: The Ironic Consequences of Humblebragging, Backhanded Compliments and Namedropping. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40046523.

Council of Science Editors:

Sezer O. Misguided Self-Presentation: The Ironic Consequences of Humblebragging, Backhanded Compliments and Namedropping. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40046523


Harvard University

3. Fletcher, Pinar Fethiye. The Ironic Effects of Motivational Tools on Attention and Decision Making.

Degree: PhD, 2016, Harvard University

Decision makers often display bounded awareness – a tendency to miss or overlook easily accessible, critical information and contextual cues – and make suboptimal decisions.… (more)

Subjects/Keywords: Psychology, Behavioral; Psychology, Social; Psychology, Experimental

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APA (6th Edition):

Fletcher, P. F. (2016). The Ironic Effects of Motivational Tools on Attention and Decision Making. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493404

Chicago Manual of Style (16th Edition):

Fletcher, Pinar Fethiye. “The Ironic Effects of Motivational Tools on Attention and Decision Making.” 2016. Doctoral Dissertation, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493404.

MLA Handbook (7th Edition):

Fletcher, Pinar Fethiye. “The Ironic Effects of Motivational Tools on Attention and Decision Making.” 2016. Web. 23 Jul 2019.

Vancouver:

Fletcher PF. The Ironic Effects of Motivational Tools on Attention and Decision Making. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493404.

Council of Science Editors:

Fletcher PF. The Ironic Effects of Motivational Tools on Attention and Decision Making. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493404


Harvard University

4. Kalra, Priya. Implicit Learning: Development, Individual Differences, and Educational Implications.

Degree: Doctor of Education (EdD), 2015, Harvard University

This dissertation attempts to link models from cognitive neuroscience with problems and models from education research as well as to advance our understanding of implicit… (more)

Subjects/Keywords: Psychology, Cognitive; Education, Educational Psychology; Psychology, Experimental

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APA (6th Edition):

Kalra, P. (2015). Implicit Learning: Development, Individual Differences, and Educational Implications. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16460206

Chicago Manual of Style (16th Edition):

Kalra, Priya. “Implicit Learning: Development, Individual Differences, and Educational Implications.” 2015. Doctoral Dissertation, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16460206.

MLA Handbook (7th Edition):

Kalra, Priya. “Implicit Learning: Development, Individual Differences, and Educational Implications.” 2015. Web. 23 Jul 2019.

Vancouver:

Kalra P. Implicit Learning: Development, Individual Differences, and Educational Implications. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16460206.

Council of Science Editors:

Kalra P. Implicit Learning: Development, Individual Differences, and Educational Implications. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16460206

5. Chakroff, Aleksandr. Discovering Structure in the Moral Domain.

Degree: PhD, 2015, Harvard University

Early moral psychologists identified the moral domain with a class of actions that negatively impacted the wellbeing of others or violated their rights. However, anthropological… (more)

Subjects/Keywords: Psychology, Cognitive; Psychology, Social; Psychology, Experimental

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APA (6th Edition):

Chakroff, A. (2015). Discovering Structure in the Moral Domain. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467227

Chicago Manual of Style (16th Edition):

Chakroff, Aleksandr. “Discovering Structure in the Moral Domain.” 2015. Doctoral Dissertation, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467227.

MLA Handbook (7th Edition):

Chakroff, Aleksandr. “Discovering Structure in the Moral Domain.” 2015. Web. 23 Jul 2019.

Vancouver:

Chakroff A. Discovering Structure in the Moral Domain. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467227.

Council of Science Editors:

Chakroff A. Discovering Structure in the Moral Domain. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467227


Harvard University

6. Masland, Sara Rose. Trustworthiness Appraisal in Borderline Personality Disorder.

Degree: PhD, 2016, Harvard University

 Borderline personality (BPD) is a highly impairing illness with marked instability across multiple domains, including affect, interpersonal functioning, identity, and behavior. Within the past 15… (more)

Subjects/Keywords: Psychology, Clinical; Psychology, Personality; Psychology, Experimental

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APA (6th Edition):

Masland, S. R. (2016). Trustworthiness Appraisal in Borderline Personality Disorder. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33840646

Chicago Manual of Style (16th Edition):

Masland, Sara Rose. “Trustworthiness Appraisal in Borderline Personality Disorder.” 2016. Doctoral Dissertation, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33840646.

MLA Handbook (7th Edition):

Masland, Sara Rose. “Trustworthiness Appraisal in Borderline Personality Disorder.” 2016. Web. 23 Jul 2019.

Vancouver:

Masland SR. Trustworthiness Appraisal in Borderline Personality Disorder. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33840646.

Council of Science Editors:

Masland SR. Trustworthiness Appraisal in Borderline Personality Disorder. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33840646


Harvard University

7. Coaxum, Rachel Ann. Associations Among Exposure to Adversity, Stress Reactivity, Cognitive Self-Regulatory Functioning, and Depression Symptoms in Middle School Youths.

Degree: PhD, 2018, Harvard University

Identifying and understanding the pathways of risk and maintenance for child and adolescent (youth) depression has been a significant focus in the field of clinical… (more)

Subjects/Keywords: Psychology, Clinical; Psychology, Behavioral; Psychology, Experimental

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APA (6th Edition):

Coaxum, R. A. (2018). Associations Among Exposure to Adversity, Stress Reactivity, Cognitive Self-Regulatory Functioning, and Depression Symptoms in Middle School Youths. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:39947176

Chicago Manual of Style (16th Edition):

Coaxum, Rachel Ann. “Associations Among Exposure to Adversity, Stress Reactivity, Cognitive Self-Regulatory Functioning, and Depression Symptoms in Middle School Youths.” 2018. Doctoral Dissertation, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:39947176.

MLA Handbook (7th Edition):

Coaxum, Rachel Ann. “Associations Among Exposure to Adversity, Stress Reactivity, Cognitive Self-Regulatory Functioning, and Depression Symptoms in Middle School Youths.” 2018. Web. 23 Jul 2019.

Vancouver:

Coaxum RA. Associations Among Exposure to Adversity, Stress Reactivity, Cognitive Self-Regulatory Functioning, and Depression Symptoms in Middle School Youths. [Internet] [Doctoral dissertation]. Harvard University; 2018. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:39947176.

Council of Science Editors:

Coaxum RA. Associations Among Exposure to Adversity, Stress Reactivity, Cognitive Self-Regulatory Functioning, and Depression Symptoms in Middle School Youths. [Doctoral Dissertation]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:39947176


Harvard University

8. Madore, Kevin Paul. Constructive Retrieval and Episodic Memory: Cognitive and Neural Evidence.

Degree: PhD, 2017, Harvard University

Research over the past decade has indicated striking overlap in the cognitive and neural processes that support remembering the past and imagining the future. An… (more)

Subjects/Keywords: Psychology, Experimental; Psychology, Cognitive; Psychology, Psychobiology

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APA (6th Edition):

Madore, K. P. (2017). Constructive Retrieval and Episodic Memory: Cognitive and Neural Evidence. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:40046449

Chicago Manual of Style (16th Edition):

Madore, Kevin Paul. “Constructive Retrieval and Episodic Memory: Cognitive and Neural Evidence.” 2017. Doctoral Dissertation, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:40046449.

MLA Handbook (7th Edition):

Madore, Kevin Paul. “Constructive Retrieval and Episodic Memory: Cognitive and Neural Evidence.” 2017. Web. 23 Jul 2019.

Vancouver:

Madore KP. Constructive Retrieval and Episodic Memory: Cognitive and Neural Evidence. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40046449.

Council of Science Editors:

Madore KP. Constructive Retrieval and Episodic Memory: Cognitive and Neural Evidence. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40046449


Harvard University

9. Allen, Kenneth Javad Dale. Negative Emotional Inhibition in Nonsuicidal Self-Injury.

Degree: PhD, 2018, Harvard University

 The relationship between nonsuicidal self-injury (NSSI) and impulsivity is unclear. There is substantial evidence that people who engage in NSSI report impulsive personality traits, or… (more)

Subjects/Keywords: Psychology, Clinical; Psychology, Cognitive; Psychology, Experimental

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APA (6th Edition):

Allen, K. J. D. (2018). Negative Emotional Inhibition in Nonsuicidal Self-Injury. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:39947156

Chicago Manual of Style (16th Edition):

Allen, Kenneth Javad Dale. “Negative Emotional Inhibition in Nonsuicidal Self-Injury.” 2018. Doctoral Dissertation, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:39947156.

MLA Handbook (7th Edition):

Allen, Kenneth Javad Dale. “Negative Emotional Inhibition in Nonsuicidal Self-Injury.” 2018. Web. 23 Jul 2019.

Vancouver:

Allen KJD. Negative Emotional Inhibition in Nonsuicidal Self-Injury. [Internet] [Doctoral dissertation]. Harvard University; 2018. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:39947156.

Council of Science Editors:

Allen KJD. Negative Emotional Inhibition in Nonsuicidal Self-Injury. [Doctoral Dissertation]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:39947156


Harvard University

10. Long, Bria Lorelle. Mid-Level Features Elicit Cognitive and Neural Representations of Object Size.

Degree: PhD, 2017, Harvard University

Most models of object recognition assume that we first recognize objects at the basic-level (e.g., as a “cup”), and then that the resulting object representations… (more)

Subjects/Keywords: Psychology, Cognitive; Psychology, Experimental; Psychology, General

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APA (6th Edition):

Long, B. L. (2017). Mid-Level Features Elicit Cognitive and Neural Representations of Object Size. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:40046522

Chicago Manual of Style (16th Edition):

Long, Bria Lorelle. “Mid-Level Features Elicit Cognitive and Neural Representations of Object Size.” 2017. Doctoral Dissertation, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:40046522.

MLA Handbook (7th Edition):

Long, Bria Lorelle. “Mid-Level Features Elicit Cognitive and Neural Representations of Object Size.” 2017. Web. 23 Jul 2019.

Vancouver:

Long BL. Mid-Level Features Elicit Cognitive and Neural Representations of Object Size. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40046522.

Council of Science Editors:

Long BL. Mid-Level Features Elicit Cognitive and Neural Representations of Object Size. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40046522


Harvard University

11. Guarino, Sean. Differentiating Types of Meaningfulness as Motivation for Crowdsourcing Participation and Performance.

Degree: 2017, Harvard University

With the advent of powerful task performance platforms like Amazon’s Mechanical Turk (AMT), crowdsourcing has become a powerful means to address a variety of high-volume… (more)

Subjects/Keywords: Psychology, Behavioral; Psychology, Experimental; Psychology, Social

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APA (6th Edition):

Guarino, S. (2017). Differentiating Types of Meaningfulness as Motivation for Crowdsourcing Participation and Performance. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37799743

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):

Guarino, Sean. “Differentiating Types of Meaningfulness as Motivation for Crowdsourcing Participation and Performance.” 2017. Thesis, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37799743.

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

MLA Handbook (7th Edition):

Guarino, Sean. “Differentiating Types of Meaningfulness as Motivation for Crowdsourcing Participation and Performance.” 2017. Web. 23 Jul 2019.

Vancouver:

Guarino S. Differentiating Types of Meaningfulness as Motivation for Crowdsourcing Participation and Performance. [Internet] [Thesis]. Harvard University; 2017. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37799743.

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

Council of Science Editors:

Guarino S. Differentiating Types of Meaningfulness as Motivation for Crowdsourcing Participation and Performance. [Thesis]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37799743

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

12. Bhanot, Syon Pandya. Field Experiments in Behavioral and Public Economics.

Degree: PhD, 2015, Harvard University

The three essays in this dissertation present field experiments exploring phenomena in behavioral and public economics in real-world settings. The first essay outlines a field… (more)

Subjects/Keywords: Economics, General; Psychology, Experimental

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APA (6th Edition):

Bhanot, S. P. (2015). Field Experiments in Behavioral and Public Economics. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467365

Chicago Manual of Style (16th Edition):

Bhanot, Syon Pandya. “Field Experiments in Behavioral and Public Economics.” 2015. Doctoral Dissertation, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467365.

MLA Handbook (7th Edition):

Bhanot, Syon Pandya. “Field Experiments in Behavioral and Public Economics.” 2015. Web. 23 Jul 2019.

Vancouver:

Bhanot SP. Field Experiments in Behavioral and Public Economics. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467365.

Council of Science Editors:

Bhanot SP. Field Experiments in Behavioral and Public Economics. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467365


Harvard University

13. Shuman, Miles Morgan. Computational characterization of numerosity perception and encoding.

Degree: 2007, Harvard University

  Three sets of numerosity comparison and estimation studies with adult human participants explored mechanisms of numerosity perception and the symbolic encoding of the resultant… (more)

Subjects/Keywords: Education, Mathematics; Psychology, Experimental; Psychology, Cognitive

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APA (6th Edition):

Shuman, M. M. (2007). Computational characterization of numerosity perception and encoding. (Thesis). Harvard University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3265205

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):

Shuman, Miles Morgan. “Computational characterization of numerosity perception and encoding.” 2007. Thesis, Harvard University. Accessed July 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3265205.

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

MLA Handbook (7th Edition):

Shuman, Miles Morgan. “Computational characterization of numerosity perception and encoding.” 2007. Web. 23 Jul 2019.

Vancouver:

Shuman MM. Computational characterization of numerosity perception and encoding. [Internet] [Thesis]. Harvard University; 2007. [cited 2019 Jul 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3265205.

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

Council of Science Editors:

Shuman MM. Computational characterization of numerosity perception and encoding. [Thesis]. Harvard University; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3265205

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


Harvard University

14. Makarova, Aleksandra Olegovna. Acquisition of three vowel contrasts by Russian speakers of American English.

Degree: 2010, Harvard University

  This dissertation examines the process by which adult second language learners acquire phonological categories. It presents the results of experiments that examine the acquisition… (more)

Subjects/Keywords: Language, Linguistics; Psychology, Experimental; Psychology, Cognitive

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APA (6th Edition):

Makarova, A. O. (2010). Acquisition of three vowel contrasts by Russian speakers of American English. (Thesis). Harvard University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3415420

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):

Makarova, Aleksandra Olegovna. “Acquisition of three vowel contrasts by Russian speakers of American English.” 2010. Thesis, Harvard University. Accessed July 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3415420.

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

MLA Handbook (7th Edition):

Makarova, Aleksandra Olegovna. “Acquisition of three vowel contrasts by Russian speakers of American English.” 2010. Web. 23 Jul 2019.

Vancouver:

Makarova AO. Acquisition of three vowel contrasts by Russian speakers of American English. [Internet] [Thesis]. Harvard University; 2010. [cited 2019 Jul 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3415420.

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

Council of Science Editors:

Makarova AO. Acquisition of three vowel contrasts by Russian speakers of American English. [Thesis]. Harvard University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3415420

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


Harvard University

15. Wilmuth, Caroline Ashley. Gender Differences in Professional Advancement: The Role of Goals, Perceptions, and Behaviors.

Degree: PhD, 2016, Harvard University

Women are significantly underrepresented in senior-level positions within organizations. A great deal of research has provided evidence that both demand-side factors (e.g., bias and discrimination)… (more)

Subjects/Keywords: Psychology, Social; Business Administration, Management; Psychology, Experimental

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APA (6th Edition):

Wilmuth, C. A. (2016). Gender Differences in Professional Advancement: The Role of Goals, Perceptions, and Behaviors. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493559

Chicago Manual of Style (16th Edition):

Wilmuth, Caroline Ashley. “Gender Differences in Professional Advancement: The Role of Goals, Perceptions, and Behaviors.” 2016. Doctoral Dissertation, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493559.

MLA Handbook (7th Edition):

Wilmuth, Caroline Ashley. “Gender Differences in Professional Advancement: The Role of Goals, Perceptions, and Behaviors.” 2016. Web. 23 Jul 2019.

Vancouver:

Wilmuth CA. Gender Differences in Professional Advancement: The Role of Goals, Perceptions, and Behaviors. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493559.

Council of Science Editors:

Wilmuth CA. Gender Differences in Professional Advancement: The Role of Goals, Perceptions, and Behaviors. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493559


Harvard University

16. Paul, Pooja. The Linguistic and Conceptual Representation of Scalar Alternatives: Number and 'Only' as Case Studies.

Degree: PhD, 2018, Harvard University

In this dissertation, I address two outstanding questions regarding how linguistic and extra-linguistic information are brought together in the interpretation of language situated within a… (more)

Subjects/Keywords: Language, Linguistics; Psychology, Experimental; Psychology, Developmental

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APA (6th Edition):

Paul, P. (2018). The Linguistic and Conceptual Representation of Scalar Alternatives: Number and 'Only' as Case Studies. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:39945353

Chicago Manual of Style (16th Edition):

Paul, Pooja. “The Linguistic and Conceptual Representation of Scalar Alternatives: Number and 'Only' as Case Studies.” 2018. Doctoral Dissertation, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:39945353.

MLA Handbook (7th Edition):

Paul, Pooja. “The Linguistic and Conceptual Representation of Scalar Alternatives: Number and 'Only' as Case Studies.” 2018. Web. 23 Jul 2019.

Vancouver:

Paul P. The Linguistic and Conceptual Representation of Scalar Alternatives: Number and 'Only' as Case Studies. [Internet] [Doctoral dissertation]. Harvard University; 2018. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:39945353.

Council of Science Editors:

Paul P. The Linguistic and Conceptual Representation of Scalar Alternatives: Number and 'Only' as Case Studies. [Doctoral Dissertation]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:39945353


Harvard University

17. Kotler, Jennifer. What’s Good for the Goose Is Good for the Gosling? Evolutionary Theory, Parent-Offspring Conflict and Genetic Disorders.

Degree: PhD, 2018, Harvard University

 Conflict is ever present in nature, serving as an essential driver of adaptation. In this dissertation I examine both intra- and interpersonal conflicts as they… (more)

Subjects/Keywords: Biology, Genetics; Psychology, Experimental; Psychology, Clinical

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

APA (6th Edition):

Kotler, J. (2018). What’s Good for the Goose Is Good for the Gosling? Evolutionary Theory, Parent-Offspring Conflict and Genetic Disorders. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:40050012

Chicago Manual of Style (16th Edition):

Kotler, Jennifer. “What’s Good for the Goose Is Good for the Gosling? Evolutionary Theory, Parent-Offspring Conflict and Genetic Disorders.” 2018. Doctoral Dissertation, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:40050012.

MLA Handbook (7th Edition):

Kotler, Jennifer. “What’s Good for the Goose Is Good for the Gosling? Evolutionary Theory, Parent-Offspring Conflict and Genetic Disorders.” 2018. Web. 23 Jul 2019.

Vancouver:

Kotler J. What’s Good for the Goose Is Good for the Gosling? Evolutionary Theory, Parent-Offspring Conflict and Genetic Disorders. [Internet] [Doctoral dissertation]. Harvard University; 2018. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40050012.

Council of Science Editors:

Kotler J. What’s Good for the Goose Is Good for the Gosling? Evolutionary Theory, Parent-Offspring Conflict and Genetic Disorders. [Doctoral Dissertation]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40050012


Harvard University

18. Bergner, Robert. Sing a New Song: Community Songwriting and Singing to Enhance the Quality of Life and Health of Older Adults.

Degree: 2018, Harvard University

According to the United Nations, the world population of older adults will surpass 2 billion by the year 2050. These older adults risk a reduction… (more)

Subjects/Keywords: Psychology, Experimental; Health Sciences, Public Health; Music

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APA (6th Edition):

Bergner, R. (2018). Sing a New Song: Community Songwriting and Singing to Enhance the Quality of Life and Health of Older Adults. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37945125

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):

Bergner, Robert. “Sing a New Song: Community Songwriting and Singing to Enhance the Quality of Life and Health of Older Adults.” 2018. Thesis, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37945125.

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

MLA Handbook (7th Edition):

Bergner, Robert. “Sing a New Song: Community Songwriting and Singing to Enhance the Quality of Life and Health of Older Adults.” 2018. Web. 23 Jul 2019.

Vancouver:

Bergner R. Sing a New Song: Community Songwriting and Singing to Enhance the Quality of Life and Health of Older Adults. [Internet] [Thesis]. Harvard University; 2018. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37945125.

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

Council of Science Editors:

Bergner R. Sing a New Song: Community Songwriting and Singing to Enhance the Quality of Life and Health of Older Adults. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37945125

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

19. Thomas, Kyle. The Psychology of Common Knowledge: Coordination, Indirect Speech, and Self-Conscious Emotions.

Degree: PhD, 2015, Harvard University

The way humans cooperate is unparalleled in the animal kingdom, and coordination plays an important role in human cooperation. Common knowledge—an infinite recursion of shared… (more)

Subjects/Keywords: Psychology, Cognitive; Psychology, Social; Psychology, Experimental

…reputational motives have been well documented in social psychology and experimental economics (… …sociology, linguistics, legal studies, political science, history, psychology, and anthropology—as… …directly investigated the psychology of common knowledge. The studies presented here begin to… …testable predictions about the psychology of common knowledge, some of which are explored in… …Mathematics to the Psychology What does all this have to do with psychology? Set-theoretic… 

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

APA (6th Edition):

Thomas, K. (2015). The Psychology of Common Knowledge: Coordination, Indirect Speech, and Self-Conscious Emotions. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467482

Chicago Manual of Style (16th Edition):

Thomas, Kyle. “The Psychology of Common Knowledge: Coordination, Indirect Speech, and Self-Conscious Emotions.” 2015. Doctoral Dissertation, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467482.

MLA Handbook (7th Edition):

Thomas, Kyle. “The Psychology of Common Knowledge: Coordination, Indirect Speech, and Self-Conscious Emotions.” 2015. Web. 23 Jul 2019.

Vancouver:

Thomas K. The Psychology of Common Knowledge: Coordination, Indirect Speech, and Self-Conscious Emotions. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467482.

Council of Science Editors:

Thomas K. The Psychology of Common Knowledge: Coordination, Indirect Speech, and Self-Conscious Emotions. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467482

20. Enock, Philip M. Making an IMPACT: Designing and Testing a Novel Attentional Training Game to Reduce Social Anxiety.

Degree: PhD, 2015, Harvard University

Development of novel candidate interventions to treat anxiety disorders is an important research priority, given the burden of these disorders, barriers to treatment access, and… (more)

Subjects/Keywords: Psychology, Clinical; Psychology, Experimental; Psychology, Cognitive

…For fostering a sense of community in the psychology department, I thank William Santoro… …graduate program in psychology, I thank Celia Raia. For friendship and support, I thank… …threat, making it difficult to attend to the ongoing conversation as desired. Experimental… …across subjects experimental design (Barlow, Nock, & Hersen, 2009), 16 participants… …much larger set is warranted. Furthermore, stimuli within one experimental stimulus set are… 

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

APA (6th Edition):

Enock, P. M. (2015). Making an IMPACT: Designing and Testing a Novel Attentional Training Game to Reduce Social Anxiety. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467292

Chicago Manual of Style (16th Edition):

Enock, Philip M. “Making an IMPACT: Designing and Testing a Novel Attentional Training Game to Reduce Social Anxiety.” 2015. Doctoral Dissertation, Harvard University. Accessed July 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467292.

MLA Handbook (7th Edition):

Enock, Philip M. “Making an IMPACT: Designing and Testing a Novel Attentional Training Game to Reduce Social Anxiety.” 2015. Web. 23 Jul 2019.

Vancouver:

Enock PM. Making an IMPACT: Designing and Testing a Novel Attentional Training Game to Reduce Social Anxiety. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Jul 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467292.

Council of Science Editors:

Enock PM. Making an IMPACT: Designing and Testing a Novel Attentional Training Game to Reduce Social Anxiety. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467292

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