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Dept: Psychology  Level: masters

You searched for subject:(Universal design for learning). Showing records 1 – 30 of 294 total matches.

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Louisiana State University

1. Patty, Emily F. School-wide screening of student involvement in relational aggression.

Degree: MA, Psychology, 2011, Louisiana State University

 The purpose of the current project is to develop a universal screening instrument to detect the presence of relational aggression within schools. This research is… (more)

Subjects/Keywords: identification; peer victimization; relational aggression; universal screening

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APA (6th Edition):

Patty, E. F. (2011). School-wide screening of student involvement in relational aggression. (Masters Thesis). Louisiana State University. Retrieved from etd-04102012-094620 ; https://digitalcommons.lsu.edu/gradschool_theses/2321

Chicago Manual of Style (16th Edition):

Patty, Emily F. “School-wide screening of student involvement in relational aggression.” 2011. Masters Thesis, Louisiana State University. Accessed September 16, 2019. etd-04102012-094620 ; https://digitalcommons.lsu.edu/gradschool_theses/2321.

MLA Handbook (7th Edition):

Patty, Emily F. “School-wide screening of student involvement in relational aggression.” 2011. Web. 16 Sep 2019.

Vancouver:

Patty EF. School-wide screening of student involvement in relational aggression. [Internet] [Masters thesis]. Louisiana State University; 2011. [cited 2019 Sep 16]. Available from: etd-04102012-094620 ; https://digitalcommons.lsu.edu/gradschool_theses/2321.

Council of Science Editors:

Patty EF. School-wide screening of student involvement in relational aggression. [Masters Thesis]. Louisiana State University; 2011. Available from: etd-04102012-094620 ; https://digitalcommons.lsu.edu/gradschool_theses/2321


Louisiana State University

2. York, Haley E. Evaluating the effectiveness of a classwide social skills intervention with preschoolers and kindergarteners.

Degree: MA, Psychology, 2012, Louisiana State University

 The purpose of the current study was to determine the effectiveness of a manualized, universal social skills intervention for young students. Past research on the… (more)

Subjects/Keywords: universal; classwide; social skills; intervention; preschool

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APA (6th Edition):

York, H. E. (2012). Evaluating the effectiveness of a classwide social skills intervention with preschoolers and kindergarteners. (Masters Thesis). Louisiana State University. Retrieved from etd-04042013-113120 ; https://digitalcommons.lsu.edu/gradschool_theses/1958

Chicago Manual of Style (16th Edition):

York, Haley E. “Evaluating the effectiveness of a classwide social skills intervention with preschoolers and kindergarteners.” 2012. Masters Thesis, Louisiana State University. Accessed September 16, 2019. etd-04042013-113120 ; https://digitalcommons.lsu.edu/gradschool_theses/1958.

MLA Handbook (7th Edition):

York, Haley E. “Evaluating the effectiveness of a classwide social skills intervention with preschoolers and kindergarteners.” 2012. Web. 16 Sep 2019.

Vancouver:

York HE. Evaluating the effectiveness of a classwide social skills intervention with preschoolers and kindergarteners. [Internet] [Masters thesis]. Louisiana State University; 2012. [cited 2019 Sep 16]. Available from: etd-04042013-113120 ; https://digitalcommons.lsu.edu/gradschool_theses/1958.

Council of Science Editors:

York HE. Evaluating the effectiveness of a classwide social skills intervention with preschoolers and kindergarteners. [Masters Thesis]. Louisiana State University; 2012. Available from: etd-04042013-113120 ; https://digitalcommons.lsu.edu/gradschool_theses/1958


Georgia Tech

3. Gane, Brian D. Can modular examples and contextual interference improve transfer?.

Degree: MS, Psychology, 2006, Georgia Tech

 Two instructional design features hypothesized to affect problem solving performance, problem format and contextual interference, were investigated. Problem format was manipulated by altering the format… (more)

Subjects/Keywords: Cognitive skill; Contextual interference; Learning; Instructional design

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APA (6th Edition):

Gane, B. D. (2006). Can modular examples and contextual interference improve transfer?. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/11451

Chicago Manual of Style (16th Edition):

Gane, Brian D. “Can modular examples and contextual interference improve transfer?.” 2006. Masters Thesis, Georgia Tech. Accessed September 16, 2019. http://hdl.handle.net/1853/11451.

MLA Handbook (7th Edition):

Gane, Brian D. “Can modular examples and contextual interference improve transfer?.” 2006. Web. 16 Sep 2019.

Vancouver:

Gane BD. Can modular examples and contextual interference improve transfer?. [Internet] [Masters thesis]. Georgia Tech; 2006. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1853/11451.

Council of Science Editors:

Gane BD. Can modular examples and contextual interference improve transfer?. [Masters Thesis]. Georgia Tech; 2006. Available from: http://hdl.handle.net/1853/11451


Colorado State University

4. Nelson, Tristan. Third generation training : an empirical investigation.

Degree: MS(M.S.), Psychology, 2007, Colorado State University

 Kraiger (2008b) outlined the differences between first, second, and third generation approaches to training design, and described the potential benefits of a third generation approach.… (more)

Subjects/Keywords: training; third generation; training design; collaborative learning; social constructivism

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APA (6th Edition):

Nelson, T. (2007). Third generation training : an empirical investigation. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/74534

Chicago Manual of Style (16th Edition):

Nelson, Tristan. “Third generation training : an empirical investigation.” 2007. Masters Thesis, Colorado State University. Accessed September 16, 2019. http://hdl.handle.net/10217/74534.

MLA Handbook (7th Edition):

Nelson, Tristan. “Third generation training : an empirical investigation.” 2007. Web. 16 Sep 2019.

Vancouver:

Nelson T. Third generation training : an empirical investigation. [Internet] [Masters thesis]. Colorado State University; 2007. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10217/74534.

Council of Science Editors:

Nelson T. Third generation training : an empirical investigation. [Masters Thesis]. Colorado State University; 2007. Available from: http://hdl.handle.net/10217/74534


Georgia Tech

5. Zolna, Jesse S. Learning from multimedia: the locus of modality effects.

Degree: MS, Psychology, 2005, Georgia Tech

 Research in educational psychology has focused on facilitating learning by using two presentation modalities (auditory and visual) to convey information. Learning is theorized to improve… (more)

Subjects/Keywords: Cognition; Educational psychology; Learning; Multimedia systems; Perception; User centered design; Perception; Multimedia systems; Learning, Psychology of; Educational psychology; Cognition

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APA (6th Edition):

Zolna, J. S. (2005). Learning from multimedia: the locus of modality effects. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/7493

Chicago Manual of Style (16th Edition):

Zolna, Jesse S. “Learning from multimedia: the locus of modality effects.” 2005. Masters Thesis, Georgia Tech. Accessed September 16, 2019. http://hdl.handle.net/1853/7493.

MLA Handbook (7th Edition):

Zolna, Jesse S. “Learning from multimedia: the locus of modality effects.” 2005. Web. 16 Sep 2019.

Vancouver:

Zolna JS. Learning from multimedia: the locus of modality effects. [Internet] [Masters thesis]. Georgia Tech; 2005. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1853/7493.

Council of Science Editors:

Zolna JS. Learning from multimedia: the locus of modality effects. [Masters Thesis]. Georgia Tech; 2005. Available from: http://hdl.handle.net/1853/7493

6. Schaeffer, Laura M. Interaction of instructional material order and subgoal labels on learning in programming.

Degree: MS, Psychology, 2015, Georgia Tech

 Expository instructions, worked examples, and subgoal labels have all been shown to positively impact student learning and performance in computer science education. This study examined… (more)

Subjects/Keywords: Learning; STEM education; Instructional design; Subgoal learning; Problem solving; Computer science education

…CHAPTER 1 INTRODUCTION In order for America to be competitive in our modern global… …develop their skills to a level much higher than what was deemed necessary for yesterday’s… …studied for many years, such as mathematics or physics, computing education research is a… …For example, we do not know how mental models differ between learners who successfully grasp… …they have learned as a key area for further research (Cooper et al., 2015)… 

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APA (6th Edition):

Schaeffer, L. M. (2015). Interaction of instructional material order and subgoal labels on learning in programming. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/54459

Chicago Manual of Style (16th Edition):

Schaeffer, Laura M. “Interaction of instructional material order and subgoal labels on learning in programming.” 2015. Masters Thesis, Georgia Tech. Accessed September 16, 2019. http://hdl.handle.net/1853/54459.

MLA Handbook (7th Edition):

Schaeffer, Laura M. “Interaction of instructional material order and subgoal labels on learning in programming.” 2015. Web. 16 Sep 2019.

Vancouver:

Schaeffer LM. Interaction of instructional material order and subgoal labels on learning in programming. [Internet] [Masters thesis]. Georgia Tech; 2015. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1853/54459.

Council of Science Editors:

Schaeffer LM. Interaction of instructional material order and subgoal labels on learning in programming. [Masters Thesis]. Georgia Tech; 2015. Available from: http://hdl.handle.net/1853/54459


University of Pretoria

7. De Swardt, Maray Annelise. Factors influencing the choice to shop online : a psychological study in a South African context.

Degree: Psychology, 2008, University of Pretoria

 As the Internet and online shopping is growing at a very fast pace worldwide, investigating this phenomenon within a South African context is crucial considering… (more)

Subjects/Keywords: Internet; South africa; Offline shopping; Aspects influencing online shopping; Reasons for shopping online; Products least purchased online; Products purchased most online; Constructions; Site recommendation; Advantages of online shopping; Qualitative research design; Regularity of online shopping; Social constructionism; Online shopping; UCTD

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APA (6th Edition):

De Swardt, M. (2008). Factors influencing the choice to shop online : a psychological study in a South African context. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/29792

Chicago Manual of Style (16th Edition):

De Swardt, Maray. “Factors influencing the choice to shop online : a psychological study in a South African context.” 2008. Masters Thesis, University of Pretoria. Accessed September 16, 2019. http://hdl.handle.net/2263/29792.

MLA Handbook (7th Edition):

De Swardt, Maray. “Factors influencing the choice to shop online : a psychological study in a South African context.” 2008. Web. 16 Sep 2019.

Vancouver:

De Swardt M. Factors influencing the choice to shop online : a psychological study in a South African context. [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/2263/29792.

Council of Science Editors:

De Swardt M. Factors influencing the choice to shop online : a psychological study in a South African context. [Masters Thesis]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/29792


University of Iowa

8. Packard, Stephanie Leona. Phonological word-form learning.

Degree: MA, Psychology, 2010, University of Iowa

  Seven experiments examined phonological word-form learning (i.e., the learning of novel wordlike sound patterns) after differing types of training. In each case, learning at… (more)

Subjects/Keywords: deliberate learning; incidental learning; phonological learning; Psychology

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APA (6th Edition):

Packard, S. L. (2010). Phonological word-form learning. (Masters Thesis). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/568

Chicago Manual of Style (16th Edition):

Packard, Stephanie Leona. “Phonological word-form learning.” 2010. Masters Thesis, University of Iowa. Accessed September 16, 2019. https://ir.uiowa.edu/etd/568.

MLA Handbook (7th Edition):

Packard, Stephanie Leona. “Phonological word-form learning.” 2010. Web. 16 Sep 2019.

Vancouver:

Packard SL. Phonological word-form learning. [Internet] [Masters thesis]. University of Iowa; 2010. [cited 2019 Sep 16]. Available from: https://ir.uiowa.edu/etd/568.

Council of Science Editors:

Packard SL. Phonological word-form learning. [Masters Thesis]. University of Iowa; 2010. Available from: https://ir.uiowa.edu/etd/568


Rutgers University

9. Shang, Andrea. Inhibition of histone deacetylase 3 via RGFP966 facilitates exceptionally specific and enduring memory for excitatory and inhibitory sound-signal associations.

Degree: MS, Psychology, 2018, Rutgers University

 Epigenetic mechanisms that modulate gene expression are key to regulating long-term memory (LTM) formation, and are known to exert control on memory formation in multiple… (more)

Subjects/Keywords: Learning; Memory

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APA (6th Edition):

Shang, A. (2018). Inhibition of histone deacetylase 3 via RGFP966 facilitates exceptionally specific and enduring memory for excitatory and inhibitory sound-signal associations. (Masters Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/56118/

Chicago Manual of Style (16th Edition):

Shang, Andrea. “Inhibition of histone deacetylase 3 via RGFP966 facilitates exceptionally specific and enduring memory for excitatory and inhibitory sound-signal associations.” 2018. Masters Thesis, Rutgers University. Accessed September 16, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/56118/.

MLA Handbook (7th Edition):

Shang, Andrea. “Inhibition of histone deacetylase 3 via RGFP966 facilitates exceptionally specific and enduring memory for excitatory and inhibitory sound-signal associations.” 2018. Web. 16 Sep 2019.

Vancouver:

Shang A. Inhibition of histone deacetylase 3 via RGFP966 facilitates exceptionally specific and enduring memory for excitatory and inhibitory sound-signal associations. [Internet] [Masters thesis]. Rutgers University; 2018. [cited 2019 Sep 16]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/56118/.

Council of Science Editors:

Shang A. Inhibition of histone deacetylase 3 via RGFP966 facilitates exceptionally specific and enduring memory for excitatory and inhibitory sound-signal associations. [Masters Thesis]. Rutgers University; 2018. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/56118/

10. Millman, Marissa Kate. Differences Between-teacher-Reports on Universal Risk Assessments: Exploring the Teacher’s Role in Universal Screening of Student Behavior.

Degree: MA, Psychology, 2015, Miami University

 Schools across the country universally screen students to identify those at risk of developing behavioral problems. Some screening processes require classroom teachers to complete a… (more)

Subjects/Keywords: Psychology; universal screening, student behavior, rater differences

universal teacher-reported measures should be sure to account for between-teacher differences… …Albers, C. A. (2007). Considerations for evaluating universal screening assessments… …methods for psychology. Cengage Learning. Individuals With Disabilities Education Act, 20 U.S.C… …for misbehavior and teachers’ ability to manage misbehavior in the classroom (Skiba… …universal risk assessments. The current study seeks to fill this gap in the literature. Strengths… 

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APA (6th Edition):

Millman, M. K. (2015). Differences Between-teacher-Reports on Universal Risk Assessments: Exploring the Teacher’s Role in Universal Screening of Student Behavior. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1416307832

Chicago Manual of Style (16th Edition):

Millman, Marissa Kate. “Differences Between-teacher-Reports on Universal Risk Assessments: Exploring the Teacher’s Role in Universal Screening of Student Behavior.” 2015. Masters Thesis, Miami University. Accessed September 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1416307832.

MLA Handbook (7th Edition):

Millman, Marissa Kate. “Differences Between-teacher-Reports on Universal Risk Assessments: Exploring the Teacher’s Role in Universal Screening of Student Behavior.” 2015. Web. 16 Sep 2019.

Vancouver:

Millman MK. Differences Between-teacher-Reports on Universal Risk Assessments: Exploring the Teacher’s Role in Universal Screening of Student Behavior. [Internet] [Masters thesis]. Miami University; 2015. [cited 2019 Sep 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1416307832.

Council of Science Editors:

Millman MK. Differences Between-teacher-Reports on Universal Risk Assessments: Exploring the Teacher’s Role in Universal Screening of Student Behavior. [Masters Thesis]. Miami University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1416307832


California State University – Sacramento

11. Potter, Nicole Malia. Perirhinal cortex inactivations produce recall deficits in fear extinction to a discontinuous visual stimulus.

Degree: MA, Psychology, 2019, California State University – Sacramento

 Several studies suggest that the perirhinal cortex (PER) may function to unitize stimulus components across time or modalities, and multiple findings have supported the involvement… (more)

Subjects/Keywords: Muscimol; Fear learning; Learning and memory

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APA (6th Edition):

Potter, N. M. (2019). Perirhinal cortex inactivations produce recall deficits in fear extinction to a discontinuous visual stimulus. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/210152

Chicago Manual of Style (16th Edition):

Potter, Nicole Malia. “Perirhinal cortex inactivations produce recall deficits in fear extinction to a discontinuous visual stimulus.” 2019. Masters Thesis, California State University – Sacramento. Accessed September 16, 2019. http://hdl.handle.net/10211.3/210152.

MLA Handbook (7th Edition):

Potter, Nicole Malia. “Perirhinal cortex inactivations produce recall deficits in fear extinction to a discontinuous visual stimulus.” 2019. Web. 16 Sep 2019.

Vancouver:

Potter NM. Perirhinal cortex inactivations produce recall deficits in fear extinction to a discontinuous visual stimulus. [Internet] [Masters thesis]. California State University – Sacramento; 2019. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10211.3/210152.

Council of Science Editors:

Potter NM. Perirhinal cortex inactivations produce recall deficits in fear extinction to a discontinuous visual stimulus. [Masters Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/210152

12. Dinnen, Hannah Lillian, Dinnen. TEACHER-STUDENT DISCREPANCY IN REPORTS OF INTERNALIZING PROBLEMS: RELATIONSHIP TO SCHOOL FUNCTIONING.

Degree: MA, Psychology, 2018, Miami University

 Past research indicates that teachers tend to underreport internalizing problems and that teacher and student reports of internalizing problems tend to be discrepant, with students… (more)

Subjects/Keywords: Psychology; informant discrepancy, internalizing problems, universal screening, schools

…supports, this can make a critical difference for student success. Universal Screening One way to… …problems is through the use of universal screening for emotional difficulties. Universal… …for nonacademic problems (Cook, Volpe, & Livanis, 2010). Although a universal… …1993). In contrast, in universal screening for internalizing problems and other aspects… …emotional learning (SEL) program under consideration for district-wide adoption in a… 

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APA (6th Edition):

Dinnen, Hannah Lillian, D. (2018). TEACHER-STUDENT DISCREPANCY IN REPORTS OF INTERNALIZING PROBLEMS: RELATIONSHIP TO SCHOOL FUNCTIONING. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1515601180316572

Chicago Manual of Style (16th Edition):

Dinnen, Hannah Lillian, Dinnen. “TEACHER-STUDENT DISCREPANCY IN REPORTS OF INTERNALIZING PROBLEMS: RELATIONSHIP TO SCHOOL FUNCTIONING.” 2018. Masters Thesis, Miami University. Accessed September 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1515601180316572.

MLA Handbook (7th Edition):

Dinnen, Hannah Lillian, Dinnen. “TEACHER-STUDENT DISCREPANCY IN REPORTS OF INTERNALIZING PROBLEMS: RELATIONSHIP TO SCHOOL FUNCTIONING.” 2018. Web. 16 Sep 2019.

Vancouver:

Dinnen, Hannah Lillian D. TEACHER-STUDENT DISCREPANCY IN REPORTS OF INTERNALIZING PROBLEMS: RELATIONSHIP TO SCHOOL FUNCTIONING. [Internet] [Masters thesis]. Miami University; 2018. [cited 2019 Sep 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1515601180316572.

Council of Science Editors:

Dinnen, Hannah Lillian D. TEACHER-STUDENT DISCREPANCY IN REPORTS OF INTERNALIZING PROBLEMS: RELATIONSHIP TO SCHOOL FUNCTIONING. [Masters Thesis]. Miami University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1515601180316572


University of Connecticut

13. Kelty, Emma C. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.

Degree: MA, Psychology, 2011, University of Connecticut

  Most English descriptions of motion events express manner in the main verb and path in a prepositional phrase, as in “She skips out of… (more)

Subjects/Keywords: psychology; language development; word learning

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APA (6th Edition):

Kelty, E. C. (2011). Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/144

Chicago Manual of Style (16th Edition):

Kelty, Emma C. “Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.” 2011. Masters Thesis, University of Connecticut. Accessed September 16, 2019. https://opencommons.uconn.edu/gs_theses/144.

MLA Handbook (7th Edition):

Kelty, Emma C. “Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers.” 2011. Web. 16 Sep 2019.

Vancouver:

Kelty EC. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. [Internet] [Masters thesis]. University of Connecticut; 2011. [cited 2019 Sep 16]. Available from: https://opencommons.uconn.edu/gs_theses/144.

Council of Science Editors:

Kelty EC. Language Typology and Sentence Frame Effects on Motion Verb Interpretation in Grade Schoolers. [Masters Thesis]. University of Connecticut; 2011. Available from: https://opencommons.uconn.edu/gs_theses/144


University of Florida

14. Tamargo, Jennifer. Cognitive Underpinnings of Preschoolers &8217; Ability to Learn From Others.

Degree: MS, Psychology, 2009, University of Florida

 Many developmental theories include a social component when describing humans' ability to learn, but do not describe the cognitive processes necessary for humans to learn… (more)

Subjects/Keywords: Boxes; Experimentation; Infants; Learner engagement; Learning; Learning theory; Observational learning; Preschool education; Regression analysis; Teaching conditions; cognition, learning, preschoolers

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APA (6th Edition):

Tamargo, J. (2009). Cognitive Underpinnings of Preschoolers &8217; Ability to Learn From Others. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041043

Chicago Manual of Style (16th Edition):

Tamargo, Jennifer. “Cognitive Underpinnings of Preschoolers &8217; Ability to Learn From Others.” 2009. Masters Thesis, University of Florida. Accessed September 16, 2019. http://ufdc.ufl.edu/UFE0041043.

MLA Handbook (7th Edition):

Tamargo, Jennifer. “Cognitive Underpinnings of Preschoolers &8217; Ability to Learn From Others.” 2009. Web. 16 Sep 2019.

Vancouver:

Tamargo J. Cognitive Underpinnings of Preschoolers &8217; Ability to Learn From Others. [Internet] [Masters thesis]. University of Florida; 2009. [cited 2019 Sep 16]. Available from: http://ufdc.ufl.edu/UFE0041043.

Council of Science Editors:

Tamargo J. Cognitive Underpinnings of Preschoolers &8217; Ability to Learn From Others. [Masters Thesis]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0041043


University of Notre Dame

15. Caitlin Spencer Mills. How Do Extrinsic Value and Text Difficulty Impact Engagement during Learning? An Experimental Approach</h1>.

Degree: MA, Psychology, 2014, University of Notre Dame

  Despite the ongoing use of rewards in education, there is still an open debate about the circumstances when extrinsically-valued rewards are considered to be… (more)

Subjects/Keywords: engagement; learning; extrinsic value

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APA (6th Edition):

Mills, C. S. (2014). How Do Extrinsic Value and Text Difficulty Impact Engagement during Learning? An Experimental Approach</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/df65v694z2t

Chicago Manual of Style (16th Edition):

Mills, Caitlin Spencer. “How Do Extrinsic Value and Text Difficulty Impact Engagement during Learning? An Experimental Approach</h1>.” 2014. Masters Thesis, University of Notre Dame. Accessed September 16, 2019. https://curate.nd.edu/show/df65v694z2t.

MLA Handbook (7th Edition):

Mills, Caitlin Spencer. “How Do Extrinsic Value and Text Difficulty Impact Engagement during Learning? An Experimental Approach</h1>.” 2014. Web. 16 Sep 2019.

Vancouver:

Mills CS. How Do Extrinsic Value and Text Difficulty Impact Engagement during Learning? An Experimental Approach</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2014. [cited 2019 Sep 16]. Available from: https://curate.nd.edu/show/df65v694z2t.

Council of Science Editors:

Mills CS. How Do Extrinsic Value and Text Difficulty Impact Engagement during Learning? An Experimental Approach</h1>. [Masters Thesis]. University of Notre Dame; 2014. Available from: https://curate.nd.edu/show/df65v694z2t


University of Notre Dame

16. WonJae Shin. Learning Grammar via Statistical Mechanism</h1>.

Degree: MA, Psychology, 2013, University of Notre Dame

  A novel word-by-word prediction paradigm, which employs a task similar to the one given to Elman’s (1990, 1991, 1993) simple recurrent networks, is used… (more)

Subjects/Keywords: artificial grammar learning; statistical mechanism

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APA (6th Edition):

Shin, W. (2013). Learning Grammar via Statistical Mechanism</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/v979v12173x

Chicago Manual of Style (16th Edition):

Shin, WonJae. “Learning Grammar via Statistical Mechanism</h1>.” 2013. Masters Thesis, University of Notre Dame. Accessed September 16, 2019. https://curate.nd.edu/show/v979v12173x.

MLA Handbook (7th Edition):

Shin, WonJae. “Learning Grammar via Statistical Mechanism</h1>.” 2013. Web. 16 Sep 2019.

Vancouver:

Shin W. Learning Grammar via Statistical Mechanism</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2013. [cited 2019 Sep 16]. Available from: https://curate.nd.edu/show/v979v12173x.

Council of Science Editors:

Shin W. Learning Grammar via Statistical Mechanism</h1>. [Masters Thesis]. University of Notre Dame; 2013. Available from: https://curate.nd.edu/show/v979v12173x


San Jose State University

17. Guydish, Andrew. Personality, Technology, and Learning.

Degree: MA, Psychology, 2018, San Jose State University

  Computers continued encroachment on today’s society can be seen in a college lecture hall, where a growing number of students use laptops for their… (more)

Subjects/Keywords: Classroom; Laptop; Learning; Personality; Technology

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APA (6th Edition):

Guydish, A. (2018). Personality, Technology, and Learning. (Masters Thesis). San Jose State University. Retrieved from https://doi.org/10.31979/etd.2tqr-55w5 ; https://scholarworks.sjsu.edu/etd_theses/4904

Chicago Manual of Style (16th Edition):

Guydish, Andrew. “Personality, Technology, and Learning.” 2018. Masters Thesis, San Jose State University. Accessed September 16, 2019. https://doi.org/10.31979/etd.2tqr-55w5 ; https://scholarworks.sjsu.edu/etd_theses/4904.

MLA Handbook (7th Edition):

Guydish, Andrew. “Personality, Technology, and Learning.” 2018. Web. 16 Sep 2019.

Vancouver:

Guydish A. Personality, Technology, and Learning. [Internet] [Masters thesis]. San Jose State University; 2018. [cited 2019 Sep 16]. Available from: https://doi.org/10.31979/etd.2tqr-55w5 ; https://scholarworks.sjsu.edu/etd_theses/4904.

Council of Science Editors:

Guydish A. Personality, Technology, and Learning. [Masters Thesis]. San Jose State University; 2018. Available from: https://doi.org/10.31979/etd.2tqr-55w5 ; https://scholarworks.sjsu.edu/etd_theses/4904


Rutgers University

18. Bell, Brittany Alicia, 1989-. Effects of instrumental learning on auditory representations of social vocalizations in the songbird forebrain.

Degree: MS, Psychology, 2013, Rutgers University

 Both humans and songbirds learn to vocalize by imitating conspecific tutors heard during development. Through imitation, juvenile male zebra finches develop a copy of their… (more)

Subjects/Keywords: Finches – Vocalization; Prosencephalon; Learning; Neurosciences

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APA (6th Edition):

Bell, Brittany Alicia, 1. (2013). Effects of instrumental learning on auditory representations of social vocalizations in the songbird forebrain. (Masters Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/41722/

Chicago Manual of Style (16th Edition):

Bell, Brittany Alicia, 1989-. “Effects of instrumental learning on auditory representations of social vocalizations in the songbird forebrain.” 2013. Masters Thesis, Rutgers University. Accessed September 16, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/41722/.

MLA Handbook (7th Edition):

Bell, Brittany Alicia, 1989-. “Effects of instrumental learning on auditory representations of social vocalizations in the songbird forebrain.” 2013. Web. 16 Sep 2019.

Vancouver:

Bell, Brittany Alicia 1. Effects of instrumental learning on auditory representations of social vocalizations in the songbird forebrain. [Internet] [Masters thesis]. Rutgers University; 2013. [cited 2019 Sep 16]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/41722/.

Council of Science Editors:

Bell, Brittany Alicia 1. Effects of instrumental learning on auditory representations of social vocalizations in the songbird forebrain. [Masters Thesis]. Rutgers University; 2013. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/41722/


University of Windsor

19. Kivisto, Lynette Renee. The Use of Assistive Technology in School-Aged Children with Learning Disorders.

Degree: MA, Psychology, 2017, University of Windsor

 Assistive Technology (AT) allows children with Specific Learning Disorders (LDs) to adequately access school curriculum. There is a paucity of literature addressing the use, perception… (more)

Subjects/Keywords: Assistive Technology; Children; Learning Disorders

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APA (6th Edition):

Kivisto, L. R. (2017). The Use of Assistive Technology in School-Aged Children with Learning Disorders. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/7270

Chicago Manual of Style (16th Edition):

Kivisto, Lynette Renee. “The Use of Assistive Technology in School-Aged Children with Learning Disorders.” 2017. Masters Thesis, University of Windsor. Accessed September 16, 2019. https://scholar.uwindsor.ca/etd/7270.

MLA Handbook (7th Edition):

Kivisto, Lynette Renee. “The Use of Assistive Technology in School-Aged Children with Learning Disorders.” 2017. Web. 16 Sep 2019.

Vancouver:

Kivisto LR. The Use of Assistive Technology in School-Aged Children with Learning Disorders. [Internet] [Masters thesis]. University of Windsor; 2017. [cited 2019 Sep 16]. Available from: https://scholar.uwindsor.ca/etd/7270.

Council of Science Editors:

Kivisto LR. The Use of Assistive Technology in School-Aged Children with Learning Disorders. [Masters Thesis]. University of Windsor; 2017. Available from: https://scholar.uwindsor.ca/etd/7270


University of Toledo

20. Pelletier, Heather L. An Exploration of the Relationship Between Vicarious Learning Experiences and Panic Attacks.

Degree: MA, Psychology, 2011, University of Toledo

 This study examined gender differences in the relationship between vicarious learning experiences and anxiety sensitivity, general anxiety and panic. Additionally, the current research examined empathy… (more)

Subjects/Keywords: Psychology; Panic; Anxiety; Anxiety sensitivity; Vicarious learning experiences; Observational learning

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APA (6th Edition):

Pelletier, H. L. (2011). An Exploration of the Relationship Between Vicarious Learning Experiences and Panic Attacks. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1310070759

Chicago Manual of Style (16th Edition):

Pelletier, Heather L. “An Exploration of the Relationship Between Vicarious Learning Experiences and Panic Attacks.” 2011. Masters Thesis, University of Toledo. Accessed September 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1310070759.

MLA Handbook (7th Edition):

Pelletier, Heather L. “An Exploration of the Relationship Between Vicarious Learning Experiences and Panic Attacks.” 2011. Web. 16 Sep 2019.

Vancouver:

Pelletier HL. An Exploration of the Relationship Between Vicarious Learning Experiences and Panic Attacks. [Internet] [Masters thesis]. University of Toledo; 2011. [cited 2019 Sep 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1310070759.

Council of Science Editors:

Pelletier HL. An Exploration of the Relationship Between Vicarious Learning Experiences and Panic Attacks. [Masters Thesis]. University of Toledo; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1310070759


Georgia Tech

21. Martinez, David. Individual differences in signed word learning among hearing adults.

Degree: MS, Psychology, 2016, Georgia Tech

 The present study was conducted in order to identify predictors of signed word learning in hearing non-signers. 107 hearing non-signing adults participated, completing a sign-word… (more)

Subjects/Keywords: Word learning; Sign language acquisition; M2L2; Sign learning; Language aptitude

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APA (6th Edition):

Martinez, D. (2016). Individual differences in signed word learning among hearing adults. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/59167

Chicago Manual of Style (16th Edition):

Martinez, David. “Individual differences in signed word learning among hearing adults.” 2016. Masters Thesis, Georgia Tech. Accessed September 16, 2019. http://hdl.handle.net/1853/59167.

MLA Handbook (7th Edition):

Martinez, David. “Individual differences in signed word learning among hearing adults.” 2016. Web. 16 Sep 2019.

Vancouver:

Martinez D. Individual differences in signed word learning among hearing adults. [Internet] [Masters thesis]. Georgia Tech; 2016. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/1853/59167.

Council of Science Editors:

Martinez D. Individual differences in signed word learning among hearing adults. [Masters Thesis]. Georgia Tech; 2016. Available from: http://hdl.handle.net/1853/59167


University of Connecticut

22. Mayo, Jessica. Intact Statistical Word Learning in Autism Spectrum Disorders.

Degree: MS, Psychology, 2011, University of Connecticut

  Individuals with Autism Spectrum Disorders (ASD) have impairments in language acquisition, but the underlying mechanism of these deficits is poorly understood. Implicit learning appears… (more)

Subjects/Keywords: autism; language; implicit learning; statistical learning; speech segmentation

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APA (6th Edition):

Mayo, J. (2011). Intact Statistical Word Learning in Autism Spectrum Disorders. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/181

Chicago Manual of Style (16th Edition):

Mayo, Jessica. “Intact Statistical Word Learning in Autism Spectrum Disorders.” 2011. Masters Thesis, University of Connecticut. Accessed September 16, 2019. https://opencommons.uconn.edu/gs_theses/181.

MLA Handbook (7th Edition):

Mayo, Jessica. “Intact Statistical Word Learning in Autism Spectrum Disorders.” 2011. Web. 16 Sep 2019.

Vancouver:

Mayo J. Intact Statistical Word Learning in Autism Spectrum Disorders. [Internet] [Masters thesis]. University of Connecticut; 2011. [cited 2019 Sep 16]. Available from: https://opencommons.uconn.edu/gs_theses/181.

Council of Science Editors:

Mayo J. Intact Statistical Word Learning in Autism Spectrum Disorders. [Masters Thesis]. University of Connecticut; 2011. Available from: https://opencommons.uconn.edu/gs_theses/181


University of Southern California

23. Wang, Felix Hao. Learning about word learning in ambiguous situations.

Degree: MA, Psychology, 2014, University of Southern California

 How learners map words to meanings is a central question in language acquisition. Yu & Smith (2007) presented evidence that humans are able to use… (more)

Subjects/Keywords: word learning; language acquisition; cognitive psychology; memory; hypothesis testing; associative learning

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APA (6th Edition):

Wang, F. H. (2014). Learning about word learning in ambiguous situations. (Masters Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/438158/rec/3775

Chicago Manual of Style (16th Edition):

Wang, Felix Hao. “Learning about word learning in ambiguous situations.” 2014. Masters Thesis, University of Southern California. Accessed September 16, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/438158/rec/3775.

MLA Handbook (7th Edition):

Wang, Felix Hao. “Learning about word learning in ambiguous situations.” 2014. Web. 16 Sep 2019.

Vancouver:

Wang FH. Learning about word learning in ambiguous situations. [Internet] [Masters thesis]. University of Southern California; 2014. [cited 2019 Sep 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/438158/rec/3775.

Council of Science Editors:

Wang FH. Learning about word learning in ambiguous situations. [Masters Thesis]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/438158/rec/3775


San Jose State University

24. Fung, Cheuk Yue. Learning Chinese Characters and German Words Using Multimedia.

Degree: MA, Psychology, 2018, San Jose State University

  This study applies cognitive theory of multimedia learning and cognitive load theory to foreign language learning and examines in what conditions English-speakers benefit most… (more)

Subjects/Keywords: cognitive load; foreign language; Multimedia learning; vocabulary learning

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APA (6th Edition):

Fung, C. Y. (2018). Learning Chinese Characters and German Words Using Multimedia. (Masters Thesis). San Jose State University. Retrieved from https://doi.org/10.31979/etd.k89z-t49y ; https://scholarworks.sjsu.edu/etd_theses/4937

Chicago Manual of Style (16th Edition):

Fung, Cheuk Yue. “Learning Chinese Characters and German Words Using Multimedia.” 2018. Masters Thesis, San Jose State University. Accessed September 16, 2019. https://doi.org/10.31979/etd.k89z-t49y ; https://scholarworks.sjsu.edu/etd_theses/4937.

MLA Handbook (7th Edition):

Fung, Cheuk Yue. “Learning Chinese Characters and German Words Using Multimedia.” 2018. Web. 16 Sep 2019.

Vancouver:

Fung CY. Learning Chinese Characters and German Words Using Multimedia. [Internet] [Masters thesis]. San Jose State University; 2018. [cited 2019 Sep 16]. Available from: https://doi.org/10.31979/etd.k89z-t49y ; https://scholarworks.sjsu.edu/etd_theses/4937.

Council of Science Editors:

Fung CY. Learning Chinese Characters and German Words Using Multimedia. [Masters Thesis]. San Jose State University; 2018. Available from: https://doi.org/10.31979/etd.k89z-t49y ; https://scholarworks.sjsu.edu/etd_theses/4937


Colorado State University

25. Daigle, Kelsie L. Planning for parental leave : a qualitative analysis exploring planning decisions during pre-leave.

Degree: MS(M.S.), Psychology, 2019, Colorado State University

 This inductive, exploratory study aimed to increase our understanding about the parental leave and return to work process. Specifically, the purpose of this study was… (more)

Subjects/Keywords: industrial organizational psychology; Parental Leave; Qualitative; Maternity Leave; Decision-making for parental leave; Planning for Parental Leave

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APA (6th Edition):

Daigle, K. L. (2019). Planning for parental leave : a qualitative analysis exploring planning decisions during pre-leave. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/195308

Chicago Manual of Style (16th Edition):

Daigle, Kelsie L. “Planning for parental leave : a qualitative analysis exploring planning decisions during pre-leave.” 2019. Masters Thesis, Colorado State University. Accessed September 16, 2019. http://hdl.handle.net/10217/195308.

MLA Handbook (7th Edition):

Daigle, Kelsie L. “Planning for parental leave : a qualitative analysis exploring planning decisions during pre-leave.” 2019. Web. 16 Sep 2019.

Vancouver:

Daigle KL. Planning for parental leave : a qualitative analysis exploring planning decisions during pre-leave. [Internet] [Masters thesis]. Colorado State University; 2019. [cited 2019 Sep 16]. Available from: http://hdl.handle.net/10217/195308.

Council of Science Editors:

Daigle KL. Planning for parental leave : a qualitative analysis exploring planning decisions during pre-leave. [Masters Thesis]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/195308


University of Windsor

26. Jongsma, Katherine. The Effect of PTSD Symptom Severity in EFTT on In-Session Therapy Processes.

Degree: MA, Psychology, 2014, University of Windsor

  The present study tested the hypothesis that heightened post-traumatic stress disorder (PTSD) symptom severity at pre-treatment would negatively affect therapy processes in emotion-focused therapy… (more)

Subjects/Keywords: emotion focused therapy for trauma; post-traumatic stress disorder; trauma

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APA (6th Edition):

Jongsma, K. (2014). The Effect of PTSD Symptom Severity in EFTT on In-Session Therapy Processes. (Masters Thesis). University of Windsor. Retrieved from http://scholar.uwindsor.ca/etd/5178

Chicago Manual of Style (16th Edition):

Jongsma, Katherine. “The Effect of PTSD Symptom Severity in EFTT on In-Session Therapy Processes.” 2014. Masters Thesis, University of Windsor. Accessed September 16, 2019. http://scholar.uwindsor.ca/etd/5178.

MLA Handbook (7th Edition):

Jongsma, Katherine. “The Effect of PTSD Symptom Severity in EFTT on In-Session Therapy Processes.” 2014. Web. 16 Sep 2019.

Vancouver:

Jongsma K. The Effect of PTSD Symptom Severity in EFTT on In-Session Therapy Processes. [Internet] [Masters thesis]. University of Windsor; 2014. [cited 2019 Sep 16]. Available from: http://scholar.uwindsor.ca/etd/5178.

Council of Science Editors:

Jongsma K. The Effect of PTSD Symptom Severity in EFTT on In-Session Therapy Processes. [Masters Thesis]. University of Windsor; 2014. Available from: http://scholar.uwindsor.ca/etd/5178


Case Western Reserve University

27. Marquart, Abby L. Depression and Reasons for Living Among AIDS Patients.

Degree: MA, Psychology, 2009, Case Western Reserve University

 The current study examined emotional distress, quality of life, physical health, and reasons for living in AIDS patients. Analyses revealed that emotional distress was associated… (more)

Subjects/Keywords: Psychology; depression; quality of life; reasons for living; AIDS

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APA (6th Edition):

Marquart, A. L. (2009). Depression and Reasons for Living Among AIDS Patients. (Masters Thesis). Case Western Reserve University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=case1223570274

Chicago Manual of Style (16th Edition):

Marquart, Abby L. “Depression and Reasons for Living Among AIDS Patients.” 2009. Masters Thesis, Case Western Reserve University. Accessed September 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1223570274.

MLA Handbook (7th Edition):

Marquart, Abby L. “Depression and Reasons for Living Among AIDS Patients.” 2009. Web. 16 Sep 2019.

Vancouver:

Marquart AL. Depression and Reasons for Living Among AIDS Patients. [Internet] [Masters thesis]. Case Western Reserve University; 2009. [cited 2019 Sep 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1223570274.

Council of Science Editors:

Marquart AL. Depression and Reasons for Living Among AIDS Patients. [Masters Thesis]. Case Western Reserve University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1223570274


University of Notre Dame

28. Marcee Marie Turner. Multicultural Teacher Attitudes and Cultural Sensitivity: an Initial Exploration of the Experiences of Individuals in a Unique Alternative Teacher Certification Program</h1>.

Degree: MA, Psychology, 2007, University of Notre Dame

  The purpose of this study is to investigate whether length of experience in an alternative teacher certification program and teacher-in-training sex will predict individuals’… (more)

Subjects/Keywords: Alliance for Catholic Education (ACE)

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APA (6th Edition):

Turner, M. M. (2007). Multicultural Teacher Attitudes and Cultural Sensitivity: an Initial Exploration of the Experiences of Individuals in a Unique Alternative Teacher Certification Program</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/q524jm23j4z

Chicago Manual of Style (16th Edition):

Turner, Marcee Marie. “Multicultural Teacher Attitudes and Cultural Sensitivity: an Initial Exploration of the Experiences of Individuals in a Unique Alternative Teacher Certification Program</h1>.” 2007. Masters Thesis, University of Notre Dame. Accessed September 16, 2019. https://curate.nd.edu/show/q524jm23j4z.

MLA Handbook (7th Edition):

Turner, Marcee Marie. “Multicultural Teacher Attitudes and Cultural Sensitivity: an Initial Exploration of the Experiences of Individuals in a Unique Alternative Teacher Certification Program</h1>.” 2007. Web. 16 Sep 2019.

Vancouver:

Turner MM. Multicultural Teacher Attitudes and Cultural Sensitivity: an Initial Exploration of the Experiences of Individuals in a Unique Alternative Teacher Certification Program</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2007. [cited 2019 Sep 16]. Available from: https://curate.nd.edu/show/q524jm23j4z.

Council of Science Editors:

Turner MM. Multicultural Teacher Attitudes and Cultural Sensitivity: an Initial Exploration of the Experiences of Individuals in a Unique Alternative Teacher Certification Program</h1>. [Masters Thesis]. University of Notre Dame; 2007. Available from: https://curate.nd.edu/show/q524jm23j4z


University of Windsor

29. Jongsma, Katherine. The Effect of PTSD Symptom Severity in EFTT on In-Session Therapy Processes.

Degree: MA, Psychology, 2014, University of Windsor

  The present study tested the hypothesis that heightened post-traumatic stress disorder (PTSD) symptom severity at pre-treatment would negatively affect therapy processes in emotion-focused therapy… (more)

Subjects/Keywords: emotion focused therapy for trauma; post-traumatic stress disorder; trauma

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

APA (6th Edition):

Jongsma, K. (2014). The Effect of PTSD Symptom Severity in EFTT on In-Session Therapy Processes. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/5178

Chicago Manual of Style (16th Edition):

Jongsma, Katherine. “The Effect of PTSD Symptom Severity in EFTT on In-Session Therapy Processes.” 2014. Masters Thesis, University of Windsor. Accessed September 16, 2019. https://scholar.uwindsor.ca/etd/5178.

MLA Handbook (7th Edition):

Jongsma, Katherine. “The Effect of PTSD Symptom Severity in EFTT on In-Session Therapy Processes.” 2014. Web. 16 Sep 2019.

Vancouver:

Jongsma K. The Effect of PTSD Symptom Severity in EFTT on In-Session Therapy Processes. [Internet] [Masters thesis]. University of Windsor; 2014. [cited 2019 Sep 16]. Available from: https://scholar.uwindsor.ca/etd/5178.

Council of Science Editors:

Jongsma K. The Effect of PTSD Symptom Severity in EFTT on In-Session Therapy Processes. [Masters Thesis]. University of Windsor; 2014. Available from: https://scholar.uwindsor.ca/etd/5178


San Jose State University

30. Scher, Abraham. Testing Job Control's Curvilinear Relationship with Well-being as Moderated by Desire for Control.

Degree: MS, Psychology, 2015, San Jose State University

  The purpose of the present study was to investigate whether a curvilinear relationship between job control and well-being is be moderated by desire for… (more)

Subjects/Keywords: Autonomy; Curvilinear; Desire for Control; Job control; Nonlinear; Well-being

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APA (6th Edition):

Scher, A. (2015). Testing Job Control's Curvilinear Relationship with Well-being as Moderated by Desire for Control. (Masters Thesis). San Jose State University. Retrieved from https://doi.org/10.31979/etd.wexp-x729 ; https://scholarworks.sjsu.edu/etd_theses/4665

Chicago Manual of Style (16th Edition):

Scher, Abraham. “Testing Job Control's Curvilinear Relationship with Well-being as Moderated by Desire for Control.” 2015. Masters Thesis, San Jose State University. Accessed September 16, 2019. https://doi.org/10.31979/etd.wexp-x729 ; https://scholarworks.sjsu.edu/etd_theses/4665.

MLA Handbook (7th Edition):

Scher, Abraham. “Testing Job Control's Curvilinear Relationship with Well-being as Moderated by Desire for Control.” 2015. Web. 16 Sep 2019.

Vancouver:

Scher A. Testing Job Control's Curvilinear Relationship with Well-being as Moderated by Desire for Control. [Internet] [Masters thesis]. San Jose State University; 2015. [cited 2019 Sep 16]. Available from: https://doi.org/10.31979/etd.wexp-x729 ; https://scholarworks.sjsu.edu/etd_theses/4665.

Council of Science Editors:

Scher A. Testing Job Control's Curvilinear Relationship with Well-being as Moderated by Desire for Control. [Masters Thesis]. San Jose State University; 2015. Available from: https://doi.org/10.31979/etd.wexp-x729 ; https://scholarworks.sjsu.edu/etd_theses/4665

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