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You searched for subject:(cognitive complexity). Showing records 1 – 30 of 123 total matches.

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University of Southern California

1. Reed, Alaisen. Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 Students (N = 33) enrolled in master’s degree programs in counseling at three universities were asked to complete measures of need for cognition, openness to… (more)

Subjects/Keywords: critical reflection; cognitive complexity

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APA (6th Edition):

Reed, A. (2010). Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1707

Chicago Manual of Style (16th Edition):

Reed, Alaisen. “Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content.” 2010. Doctoral Dissertation, University of Southern California. Accessed September 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1707.

MLA Handbook (7th Edition):

Reed, Alaisen. “Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content.” 2010. Web. 23 Sep 2019.

Vancouver:

Reed A. Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Sep 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1707.

Council of Science Editors:

Reed A. Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1707


University of Waterloo

2. Bhagat, Rahul. Documenting & Using Cognitive Complexity Mitigation Strategies (CCMS) to Improve the Efficiency of Cross-Context User Transfers.

Degree: 2012, University of Waterloo

Cognitive complexity mitigation strategies are methods and approaches utilized by users to reduce the apparent complexity of problems thus making them easier to solve. These… (more)

Subjects/Keywords: Cognitive Engineering; Complexity Mitigation

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APA (6th Edition):

Bhagat, R. (2012). Documenting & Using Cognitive Complexity Mitigation Strategies (CCMS) to Improve the Efficiency of Cross-Context User Transfers. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/6506

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):

Bhagat, Rahul. “Documenting & Using Cognitive Complexity Mitigation Strategies (CCMS) to Improve the Efficiency of Cross-Context User Transfers.” 2012. Thesis, University of Waterloo. Accessed September 23, 2019. http://hdl.handle.net/10012/6506.

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

MLA Handbook (7th Edition):

Bhagat, Rahul. “Documenting & Using Cognitive Complexity Mitigation Strategies (CCMS) to Improve the Efficiency of Cross-Context User Transfers.” 2012. Web. 23 Sep 2019.

Vancouver:

Bhagat R. Documenting & Using Cognitive Complexity Mitigation Strategies (CCMS) to Improve the Efficiency of Cross-Context User Transfers. [Internet] [Thesis]. University of Waterloo; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10012/6506.

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

Council of Science Editors:

Bhagat R. Documenting & Using Cognitive Complexity Mitigation Strategies (CCMS) to Improve the Efficiency of Cross-Context User Transfers. [Thesis]. University of Waterloo; 2012. Available from: http://hdl.handle.net/10012/6506

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


Washington State University

3. [No author]. EXPLORING THE RELATIONSHIPS BETWEEN ORGANIZATIONAL JUSTICE, COGNITIVE RIGIDITY AND COGNITIVE COMPLEXITY .

Degree: 2011, Washington State University

 This research explored the relationships between organizational justice and cognitive rigidity. The overarching hypothesis of the study stated that being exposed to injustices would lead… (more)

Subjects/Keywords: Psychology; cognitive complexity; cognitive rigidity; organizational justice

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APA (6th Edition):

author], [. (2011). EXPLORING THE RELATIONSHIPS BETWEEN ORGANIZATIONAL JUSTICE, COGNITIVE RIGIDITY AND COGNITIVE COMPLEXITY . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/2870

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

Chicago Manual of Style (16th Edition):

author], [No. “EXPLORING THE RELATIONSHIPS BETWEEN ORGANIZATIONAL JUSTICE, COGNITIVE RIGIDITY AND COGNITIVE COMPLEXITY .” 2011. Thesis, Washington State University. Accessed September 23, 2019. http://hdl.handle.net/2376/2870.

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

MLA Handbook (7th Edition):

author], [No. “EXPLORING THE RELATIONSHIPS BETWEEN ORGANIZATIONAL JUSTICE, COGNITIVE RIGIDITY AND COGNITIVE COMPLEXITY .” 2011. Web. 23 Sep 2019.

Vancouver:

author] [. EXPLORING THE RELATIONSHIPS BETWEEN ORGANIZATIONAL JUSTICE, COGNITIVE RIGIDITY AND COGNITIVE COMPLEXITY . [Internet] [Thesis]. Washington State University; 2011. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2376/2870.

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

Council of Science Editors:

author] [. EXPLORING THE RELATIONSHIPS BETWEEN ORGANIZATIONAL JUSTICE, COGNITIVE RIGIDITY AND COGNITIVE COMPLEXITY . [Thesis]. Washington State University; 2011. Available from: http://hdl.handle.net/2376/2870

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


Syracuse University

4. Castillo, Jaime Hernando. A Multivariate Exploration of School Counselor Engagement with Students with Disabilities.

Degree: PhD, Counseling and Human Services, 2016, Syracuse University

  Students with disabilities are at risk for a myriad of academic and personal/social challenges. School counselors are in a unique position to act as… (more)

Subjects/Keywords: Cognitive Complexity; Disability; School Counseling; Education

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APA (6th Edition):

Castillo, J. H. (2016). A Multivariate Exploration of School Counselor Engagement with Students with Disabilities. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/512

Chicago Manual of Style (16th Edition):

Castillo, Jaime Hernando. “A Multivariate Exploration of School Counselor Engagement with Students with Disabilities.” 2016. Doctoral Dissertation, Syracuse University. Accessed September 23, 2019. https://surface.syr.edu/etd/512.

MLA Handbook (7th Edition):

Castillo, Jaime Hernando. “A Multivariate Exploration of School Counselor Engagement with Students with Disabilities.” 2016. Web. 23 Sep 2019.

Vancouver:

Castillo JH. A Multivariate Exploration of School Counselor Engagement with Students with Disabilities. [Internet] [Doctoral dissertation]. Syracuse University; 2016. [cited 2019 Sep 23]. Available from: https://surface.syr.edu/etd/512.

Council of Science Editors:

Castillo JH. A Multivariate Exploration of School Counselor Engagement with Students with Disabilities. [Doctoral Dissertation]. Syracuse University; 2016. Available from: https://surface.syr.edu/etd/512


University of Southern California

5. Cohen, Micah Raphael. Critical reflection among school psychologists: an examination of content, cognitive style, and cognitive complexity.

Degree: EdD, Education, 2010, University of Southern California

 This study examined two questions concerning the quality of critical reflections of school psychologists. The first question concerned whether novice (N = 9) and expert… (more)

Subjects/Keywords: cogntive complexity; cognitive style; expertise; reflective practice

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APA (6th Edition):

Cohen, M. R. (2010). Critical reflection among school psychologists: an examination of content, cognitive style, and cognitive complexity. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/311968/rec/1708

Chicago Manual of Style (16th Edition):

Cohen, Micah Raphael. “Critical reflection among school psychologists: an examination of content, cognitive style, and cognitive complexity.” 2010. Doctoral Dissertation, University of Southern California. Accessed September 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/311968/rec/1708.

MLA Handbook (7th Edition):

Cohen, Micah Raphael. “Critical reflection among school psychologists: an examination of content, cognitive style, and cognitive complexity.” 2010. Web. 23 Sep 2019.

Vancouver:

Cohen MR. Critical reflection among school psychologists: an examination of content, cognitive style, and cognitive complexity. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Sep 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/311968/rec/1708.

Council of Science Editors:

Cohen MR. Critical reflection among school psychologists: an examination of content, cognitive style, and cognitive complexity. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/311968/rec/1708


University of Newcastle

6. Oswald, Amy. Effects of repeated exposure to stressors on cognitive flexibility as a function of self-type and self-complexity: a multi-session experimental test.

Degree: 2015, University of Newcastle

Professional Doctorate - Doctor of Clinical and Health Psychology (DClin&HealthPsych)

Scope: Past research suggests that the complexity of a person’s self-schema (called self-complexity) shapes important… (more)

Subjects/Keywords: self-complexity; self-type; cognitive flexibility; stress

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APA (6th Edition):

Oswald, A. (2015). Effects of repeated exposure to stressors on cognitive flexibility as a function of self-type and self-complexity: a multi-session experimental test. (Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1308271

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):

Oswald, Amy. “Effects of repeated exposure to stressors on cognitive flexibility as a function of self-type and self-complexity: a multi-session experimental test.” 2015. Thesis, University of Newcastle. Accessed September 23, 2019. http://hdl.handle.net/1959.13/1308271.

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

MLA Handbook (7th Edition):

Oswald, Amy. “Effects of repeated exposure to stressors on cognitive flexibility as a function of self-type and self-complexity: a multi-session experimental test.” 2015. Web. 23 Sep 2019.

Vancouver:

Oswald A. Effects of repeated exposure to stressors on cognitive flexibility as a function of self-type and self-complexity: a multi-session experimental test. [Internet] [Thesis]. University of Newcastle; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1959.13/1308271.

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

Council of Science Editors:

Oswald A. Effects of repeated exposure to stressors on cognitive flexibility as a function of self-type and self-complexity: a multi-session experimental test. [Thesis]. University of Newcastle; 2015. Available from: http://hdl.handle.net/1959.13/1308271

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


University of North Texas

7. De La Garza Jr., Mario A. The Relationship of Counselor Education Program Applicants’ Cognitive Complexity to Other Admission Criteria.

Degree: 2013, University of North Texas

 Counselor cognitive complexity is a counselor’s ability to recognize and organize multiple characteristics that might affect client needs. I examined whether various admissions criteria–Graduate Record… (more)

Subjects/Keywords: Cognitive complexity; counseling program admissions; selection interview

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APA (6th Edition):

De La Garza Jr., M. A. (2013). The Relationship of Counselor Education Program Applicants’ Cognitive Complexity to Other Admission Criteria. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500038/

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 La Garza Jr., Mario A. “The Relationship of Counselor Education Program Applicants’ Cognitive Complexity to Other Admission Criteria.” 2013. Thesis, University of North Texas. Accessed September 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc500038/.

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

MLA Handbook (7th Edition):

De La Garza Jr., Mario A. “The Relationship of Counselor Education Program Applicants’ Cognitive Complexity to Other Admission Criteria.” 2013. Web. 23 Sep 2019.

Vancouver:

De La Garza Jr. MA. The Relationship of Counselor Education Program Applicants’ Cognitive Complexity to Other Admission Criteria. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Sep 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500038/.

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

Council of Science Editors:

De La Garza Jr. MA. The Relationship of Counselor Education Program Applicants’ Cognitive Complexity to Other Admission Criteria. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500038/

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


Florida International University

8. Sin, Thant. Improving Novice Analyst Performance in Modeling the Sequence Diagram in Systems Analysis: A Cognitive Complexity Approach.

Degree: Management Information Systems, 2009, Florida International University

  The Unified Modeling Language (UML) has quickly become the industry standard for object-oriented software development. It is being widely used in organizations and institutions… (more)

Subjects/Keywords: Sequence Diagram; Unified Modeling Language; Cognitive Load Theory; Cognitive Complexity

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APA (6th Edition):

Sin, T. (2009). Improving Novice Analyst Performance in Modeling the Sequence Diagram in Systems Analysis: A Cognitive Complexity Approach. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/86 ; 10.25148/etd.FI09080300 ; FI09080300

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):

Sin, Thant. “Improving Novice Analyst Performance in Modeling the Sequence Diagram in Systems Analysis: A Cognitive Complexity Approach.” 2009. Thesis, Florida International University. Accessed September 23, 2019. http://digitalcommons.fiu.edu/etd/86 ; 10.25148/etd.FI09080300 ; FI09080300.

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

MLA Handbook (7th Edition):

Sin, Thant. “Improving Novice Analyst Performance in Modeling the Sequence Diagram in Systems Analysis: A Cognitive Complexity Approach.” 2009. Web. 23 Sep 2019.

Vancouver:

Sin T. Improving Novice Analyst Performance in Modeling the Sequence Diagram in Systems Analysis: A Cognitive Complexity Approach. [Internet] [Thesis]. Florida International University; 2009. [cited 2019 Sep 23]. Available from: http://digitalcommons.fiu.edu/etd/86 ; 10.25148/etd.FI09080300 ; FI09080300.

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

Council of Science Editors:

Sin T. Improving Novice Analyst Performance in Modeling the Sequence Diagram in Systems Analysis: A Cognitive Complexity Approach. [Thesis]. Florida International University; 2009. Available from: http://digitalcommons.fiu.edu/etd/86 ; 10.25148/etd.FI09080300 ; FI09080300

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


East Carolina University

9. Shalek, Ryan D. THE RELATIONSHIP BETWEEN COGNITIVE COMPLEXITY AND POLITICAL PARTISANSHIP.

Degree: 2012, East Carolina University

 The relationship between partisan political affiliation and cognitive complexity was examined. It should be noted that cognitive complexity is only loosely correlated with intelligence and… (more)

Subjects/Keywords: Psychology; Political science; Cognitive complexity; Partisanship; Cognitive styles; Cognition and culture; Party affiliation

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APA (6th Edition):

Shalek, R. D. (2012). THE RELATIONSHIP BETWEEN COGNITIVE COMPLEXITY AND POLITICAL PARTISANSHIP. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/3815

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):

Shalek, Ryan D. “THE RELATIONSHIP BETWEEN COGNITIVE COMPLEXITY AND POLITICAL PARTISANSHIP.” 2012. Thesis, East Carolina University. Accessed September 23, 2019. http://hdl.handle.net/10342/3815.

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

MLA Handbook (7th Edition):

Shalek, Ryan D. “THE RELATIONSHIP BETWEEN COGNITIVE COMPLEXITY AND POLITICAL PARTISANSHIP.” 2012. Web. 23 Sep 2019.

Vancouver:

Shalek RD. THE RELATIONSHIP BETWEEN COGNITIVE COMPLEXITY AND POLITICAL PARTISANSHIP. [Internet] [Thesis]. East Carolina University; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10342/3815.

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

Council of Science Editors:

Shalek RD. THE RELATIONSHIP BETWEEN COGNITIVE COMPLEXITY AND POLITICAL PARTISANSHIP. [Thesis]. East Carolina University; 2012. Available from: http://hdl.handle.net/10342/3815

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


University of New South Wales

10. Retnowati, Endah. Collaborative learning and cognitive load theory.

Degree: Education, 2013, University of New South Wales

 Many educationalists advocate that students should be given frequent opportunities to learn through problem solving and learn collaboratively. Over many decades, researchers into Cognitive Load… (more)

Subjects/Keywords: cognitive load; Task complexity; Collaborative learning; Problem solving; Worked example; Cognitive load

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APA (6th Edition):

Retnowati, E. (2013). Collaborative learning and cognitive load theory. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/53184 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11877/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Retnowati, Endah. “Collaborative learning and cognitive load theory.” 2013. Doctoral Dissertation, University of New South Wales. Accessed September 23, 2019. http://handle.unsw.edu.au/1959.4/53184 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11877/SOURCE02?view=true.

MLA Handbook (7th Edition):

Retnowati, Endah. “Collaborative learning and cognitive load theory.” 2013. Web. 23 Sep 2019.

Vancouver:

Retnowati E. Collaborative learning and cognitive load theory. [Internet] [Doctoral dissertation]. University of New South Wales; 2013. [cited 2019 Sep 23]. Available from: http://handle.unsw.edu.au/1959.4/53184 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11877/SOURCE02?view=true.

Council of Science Editors:

Retnowati E. Collaborative learning and cognitive load theory. [Doctoral Dissertation]. University of New South Wales; 2013. Available from: http://handle.unsw.edu.au/1959.4/53184 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11877/SOURCE02?view=true


University of Alberta

11. Seitz, Paolina. Exploring and Measuring Curriculum Alignment Practices in the Classroom: A Mixed Method Approach.

Degree: PhD, Department of Educational Psychology, 2014, University of Alberta

 The study examined curriculum alignment among the intended, the enacted, and the assessed curricula in Grade 9 mathematics in two domains: content/operations and cognitive processes.… (more)

Subjects/Keywords: curriculum alignment; intended, enacted, assessed curricula; cognitive complexity

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APA (6th Edition):

Seitz, P. (2014). Exploring and Measuring Curriculum Alignment Practices in the Classroom: A Mixed Method Approach. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/7h149s652

Chicago Manual of Style (16th Edition):

Seitz, Paolina. “Exploring and Measuring Curriculum Alignment Practices in the Classroom: A Mixed Method Approach.” 2014. Doctoral Dissertation, University of Alberta. Accessed September 23, 2019. https://era.library.ualberta.ca/files/7h149s652.

MLA Handbook (7th Edition):

Seitz, Paolina. “Exploring and Measuring Curriculum Alignment Practices in the Classroom: A Mixed Method Approach.” 2014. Web. 23 Sep 2019.

Vancouver:

Seitz P. Exploring and Measuring Curriculum Alignment Practices in the Classroom: A Mixed Method Approach. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2019 Sep 23]. Available from: https://era.library.ualberta.ca/files/7h149s652.

Council of Science Editors:

Seitz P. Exploring and Measuring Curriculum Alignment Practices in the Classroom: A Mixed Method Approach. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/7h149s652


Texas A&M University

12. Romero, Christopher 1978-. They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks.

Degree: 2012, Texas A&M University

 A small group of profit seeking publishers dominates the American textbook market and guides the learning of the majority of our nation?s calculus students. The… (more)

Subjects/Keywords: Secondary Mathematics; Cognitive Complexity; Representation; Problem Solving; Mean Value Theorem; Calculus

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APA (6th Edition):

Romero, C. 1. (2012). They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148224

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):

Romero, Christopher 1978-. “They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks.” 2012. Thesis, Texas A&M University. Accessed September 23, 2019. http://hdl.handle.net/1969.1/148224.

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

MLA Handbook (7th Edition):

Romero, Christopher 1978-. “They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks.” 2012. Web. 23 Sep 2019.

Vancouver:

Romero C1. They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1969.1/148224.

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

Council of Science Editors:

Romero C1. They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148224

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


University of Colorado

13. Anderson Tack, Lindsay Senior. Guiding the Learner to "Stay on the Task": Isolating the Individual & Combinatory Learning Effects of Different Task & Performance-Directed Feedback Contents.

Degree: PhD, Psychology & Neuroscience, 2014, University of Colorado

  Feedback informs learners whether or not a representation should be changed, and directs learners’ attention towards information that can be used to modify or… (more)

Subjects/Keywords: Feedback; Feedback complexity; Feedback contents; Group feedback; Learning; Cognitive Psychology

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APA (6th Edition):

Anderson Tack, L. S. (2014). Guiding the Learner to "Stay on the Task": Isolating the Individual & Combinatory Learning Effects of Different Task & Performance-Directed Feedback Contents. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/psyc_gradetds/78

Chicago Manual of Style (16th Edition):

Anderson Tack, Lindsay Senior. “Guiding the Learner to "Stay on the Task": Isolating the Individual & Combinatory Learning Effects of Different Task & Performance-Directed Feedback Contents.” 2014. Doctoral Dissertation, University of Colorado. Accessed September 23, 2019. http://scholar.colorado.edu/psyc_gradetds/78.

MLA Handbook (7th Edition):

Anderson Tack, Lindsay Senior. “Guiding the Learner to "Stay on the Task": Isolating the Individual & Combinatory Learning Effects of Different Task & Performance-Directed Feedback Contents.” 2014. Web. 23 Sep 2019.

Vancouver:

Anderson Tack LS. Guiding the Learner to "Stay on the Task": Isolating the Individual & Combinatory Learning Effects of Different Task & Performance-Directed Feedback Contents. [Internet] [Doctoral dissertation]. University of Colorado; 2014. [cited 2019 Sep 23]. Available from: http://scholar.colorado.edu/psyc_gradetds/78.

Council of Science Editors:

Anderson Tack LS. Guiding the Learner to "Stay on the Task": Isolating the Individual & Combinatory Learning Effects of Different Task & Performance-Directed Feedback Contents. [Doctoral Dissertation]. University of Colorado; 2014. Available from: http://scholar.colorado.edu/psyc_gradetds/78


University of Canterbury

14. Seneviratne, Buddhakoralalage Leelanga Dananjaya. The Influence of Music Congruence and Message Complexity on the Response of Consumers to Advertisements.

Degree: Department of Management, Marketing and Entrepreneurship, 2015, University of Canterbury

 The overall aim of this study was to examine how the characteristics of two salient stimuli -music and message- of an audio advertisement influence the… (more)

Subjects/Keywords: Music Congruence; Advertising; Message Complexity; Cognitive Load; Dissonance; Memory for Advertising

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APA (6th Edition):

Seneviratne, B. L. D. (2015). The Influence of Music Congruence and Message Complexity on the Response of Consumers to Advertisements. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10252

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):

Seneviratne, Buddhakoralalage Leelanga Dananjaya. “The Influence of Music Congruence and Message Complexity on the Response of Consumers to Advertisements.” 2015. Thesis, University of Canterbury. Accessed September 23, 2019. http://hdl.handle.net/10092/10252.

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

MLA Handbook (7th Edition):

Seneviratne, Buddhakoralalage Leelanga Dananjaya. “The Influence of Music Congruence and Message Complexity on the Response of Consumers to Advertisements.” 2015. Web. 23 Sep 2019.

Vancouver:

Seneviratne BLD. The Influence of Music Congruence and Message Complexity on the Response of Consumers to Advertisements. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10092/10252.

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

Council of Science Editors:

Seneviratne BLD. The Influence of Music Congruence and Message Complexity on the Response of Consumers to Advertisements. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/10252

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


Ohio University

15. Zeigler , Derek E. On the Influence of Structure and Complexity in Perceived Duration.

Degree: MS, Experimental Psychology (Arts and Sciences), 2013, Ohio University

 Temporal perception is known to be influenced by various contextual factors and a considerable portion of the literature has explored the relationship between subjective temporal… (more)

Subjects/Keywords: Cognitive Psychology; Temporal Perception; Structural Complexity; Time Dilation; Categorical Invariance

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APA (6th Edition):

Zeigler , D. E. (2013). On the Influence of Structure and Complexity in Perceived Duration. (Masters Thesis). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1382456987

Chicago Manual of Style (16th Edition):

Zeigler , Derek E. “On the Influence of Structure and Complexity in Perceived Duration.” 2013. Masters Thesis, Ohio University. Accessed September 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1382456987.

MLA Handbook (7th Edition):

Zeigler , Derek E. “On the Influence of Structure and Complexity in Perceived Duration.” 2013. Web. 23 Sep 2019.

Vancouver:

Zeigler DE. On the Influence of Structure and Complexity in Perceived Duration. [Internet] [Masters thesis]. Ohio University; 2013. [cited 2019 Sep 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1382456987.

Council of Science Editors:

Zeigler DE. On the Influence of Structure and Complexity in Perceived Duration. [Masters Thesis]. Ohio University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1382456987

16. Thomson, David E. Individual differences and cognitive complexity investigated in community college writing.

Degree: Educational Psychology., 2014, Baylor University

 Synthesizing empirical findings about lifelong writing development, I tested a measurement of cognitive complexity (CC) toward understanding how the language of affect may interact with… (more)

Subjects/Keywords: Cognitive complexity.; Writing skills.

…English Faculty 59 2.0.1 Measuring cognitive complexity… …variable sex and that interaction on cognitive complexity. 39 Interaction between Sex and… …Regressions Predicting Cognitive Complexity. . . . 44 4.3 Results of Regression Examining Sex… …Cognitive Complexity In describing how people mold themselves to their environments, Kelly… …x28;1955) first used the term cognitive complexity (CC). In the present study, I… 

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APA (6th Edition):

Thomson, D. E. (2014). Individual differences and cognitive complexity investigated in community college writing. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/9191

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):

Thomson, David E. “Individual differences and cognitive complexity investigated in community college writing. ” 2014. Thesis, Baylor University. Accessed September 23, 2019. http://hdl.handle.net/2104/9191.

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

MLA Handbook (7th Edition):

Thomson, David E. “Individual differences and cognitive complexity investigated in community college writing. ” 2014. Web. 23 Sep 2019.

Vancouver:

Thomson DE. Individual differences and cognitive complexity investigated in community college writing. [Internet] [Thesis]. Baylor University; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2104/9191.

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

Council of Science Editors:

Thomson DE. Individual differences and cognitive complexity investigated in community college writing. [Thesis]. Baylor University; 2014. Available from: http://hdl.handle.net/2104/9191

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


Ohio University

17. Mohd Salleh, Lailawati. Communication Competence of Malaysian Leaders as a Function of Emotional Intelligence and Cognitive Complexity.

Degree: PhD, Organizational Communication (Communication), 2007, Ohio University

  Emotional intelligence is a popular construct among the public due to the claim that it has the potential to increase work satisfaction, better relationships,… (more)

Subjects/Keywords: Speech Communication; emotional intelligence; cognitive complexity; communication competence

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

APA (6th Edition):

Mohd Salleh, L. (2007). Communication Competence of Malaysian Leaders as a Function of Emotional Intelligence and Cognitive Complexity. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1173101143

Chicago Manual of Style (16th Edition):

Mohd Salleh, Lailawati. “Communication Competence of Malaysian Leaders as a Function of Emotional Intelligence and Cognitive Complexity.” 2007. Doctoral Dissertation, Ohio University. Accessed September 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1173101143.

MLA Handbook (7th Edition):

Mohd Salleh, Lailawati. “Communication Competence of Malaysian Leaders as a Function of Emotional Intelligence and Cognitive Complexity.” 2007. Web. 23 Sep 2019.

Vancouver:

Mohd Salleh L. Communication Competence of Malaysian Leaders as a Function of Emotional Intelligence and Cognitive Complexity. [Internet] [Doctoral dissertation]. Ohio University; 2007. [cited 2019 Sep 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1173101143.

Council of Science Editors:

Mohd Salleh L. Communication Competence of Malaysian Leaders as a Function of Emotional Intelligence and Cognitive Complexity. [Doctoral Dissertation]. Ohio University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1173101143

18. Karnaze, Melissa. Spontaneous Emotion Regulation and Cognitive Complexity .

Degree: 2012, California State University – San Marcos

 The emotion regulation (ER) strategy of reappraisal involves thinking about a particular emotion-eliciting stimulus so as to regulate one???s emotional response. In contrast to suppression,… (more)

Subjects/Keywords: emotional regulation; reappraisal; supression; cognitive complexity; repertory grid; personal construct psychology

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APA (6th Edition):

Karnaze, M. (2012). Spontaneous Emotion Regulation and Cognitive Complexity . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/287

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):

Karnaze, Melissa. “Spontaneous Emotion Regulation and Cognitive Complexity .” 2012. Thesis, California State University – San Marcos. Accessed September 23, 2019. http://hdl.handle.net/10211.8/287.

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

MLA Handbook (7th Edition):

Karnaze, Melissa. “Spontaneous Emotion Regulation and Cognitive Complexity .” 2012. Web. 23 Sep 2019.

Vancouver:

Karnaze M. Spontaneous Emotion Regulation and Cognitive Complexity . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10211.8/287.

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

Council of Science Editors:

Karnaze M. Spontaneous Emotion Regulation and Cognitive Complexity . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/287

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

19. Ayala, Rafael. Intelilgence, Practice, Musical Ability, and Cognitive Complexity .

Degree: 2014, California State University – San Marcos

 This study addresses the various factors that influence an individual???s level of cognitive complexity in the domain of music. Specifically, the links between intelligence, practice,… (more)

Subjects/Keywords: Personal Construct Theory; Intelligence; Practice; Musical Ability; Cognitive Complexity

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APA (6th Edition):

Ayala, R. (2014). Intelilgence, Practice, Musical Ability, and Cognitive Complexity . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/120674

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):

Ayala, Rafael. “Intelilgence, Practice, Musical Ability, and Cognitive Complexity .” 2014. Thesis, California State University – San Marcos. Accessed September 23, 2019. http://hdl.handle.net/10211.3/120674.

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

MLA Handbook (7th Edition):

Ayala, Rafael. “Intelilgence, Practice, Musical Ability, and Cognitive Complexity .” 2014. Web. 23 Sep 2019.

Vancouver:

Ayala R. Intelilgence, Practice, Musical Ability, and Cognitive Complexity . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10211.3/120674.

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

Council of Science Editors:

Ayala R. Intelilgence, Practice, Musical Ability, and Cognitive Complexity . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/120674

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


University of Southern California

20. McMahan, Uel Jackson, III. The Kronos Project: techniques for streamlining complexity and increasing player immersion in role playing games.

Degree: MFA, Interactive Media, 2010, University of Southern California

 The Kronos Project is an experiment in reducing the formal elements of a classical style role playing game (RPG) in order to get players engaged… (more)

Subjects/Keywords: cognitive load theory; multimedia learning; role-playing games; complexity; simplicity

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APA (6th Edition):

McMahan, Uel Jackson, I. (2010). The Kronos Project: techniques for streamlining complexity and increasing player immersion in role playing games. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/330462/rec/6929

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):

McMahan, Uel Jackson, III. “The Kronos Project: techniques for streamlining complexity and increasing player immersion in role playing games.” 2010. Thesis, University of Southern California. Accessed September 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/330462/rec/6929.

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

MLA Handbook (7th Edition):

McMahan, Uel Jackson, III. “The Kronos Project: techniques for streamlining complexity and increasing player immersion in role playing games.” 2010. Web. 23 Sep 2019.

Vancouver:

McMahan, Uel Jackson I. The Kronos Project: techniques for streamlining complexity and increasing player immersion in role playing games. [Internet] [Thesis]. University of Southern California; 2010. [cited 2019 Sep 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/330462/rec/6929.

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

Council of Science Editors:

McMahan, Uel Jackson I. The Kronos Project: techniques for streamlining complexity and increasing player immersion in role playing games. [Thesis]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/330462/rec/6929

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


Montana Tech

21. Repke, Meredith A. Politicized climate change communication: An integrative complexity analysis.

Degree: MA, 2015, Montana Tech

  The vast majority of scientists agree that anthropogenic activities have caused the level of CO2 in the atmosphere to rise at an unprecedented rate,… (more)

Subjects/Keywords: Climate change; cognitive complexity; attitudes; mass media; communication; Social Psychology

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APA (6th Edition):

Repke, M. A. (2015). Politicized climate change communication: An integrative complexity analysis. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/4558

Chicago Manual of Style (16th Edition):

Repke, Meredith A. “Politicized climate change communication: An integrative complexity analysis.” 2015. Masters Thesis, Montana Tech. Accessed September 23, 2019. https://scholarworks.umt.edu/etd/4558.

MLA Handbook (7th Edition):

Repke, Meredith A. “Politicized climate change communication: An integrative complexity analysis.” 2015. Web. 23 Sep 2019.

Vancouver:

Repke MA. Politicized climate change communication: An integrative complexity analysis. [Internet] [Masters thesis]. Montana Tech; 2015. [cited 2019 Sep 23]. Available from: https://scholarworks.umt.edu/etd/4558.

Council of Science Editors:

Repke MA. Politicized climate change communication: An integrative complexity analysis. [Masters Thesis]. Montana Tech; 2015. Available from: https://scholarworks.umt.edu/etd/4558


University of Manitoba

22. Kraichy, David. Making sense of high potential, talent, and leadership in organizations: a discursive and psychological approach.

Degree: Management, 2016, University of Manitoba

 Despite the increased attention directed toward high potential and talent in the world of work, conceptual and empirical research is lagging and is needed to… (more)

Subjects/Keywords: Leadership; Cognitive complexity; Leadership books; High potential; Talent

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APA (6th Edition):

Kraichy, D. (2016). Making sense of high potential, talent, and leadership in organizations: a discursive and psychological approach. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/31904

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):

Kraichy, David. “Making sense of high potential, talent, and leadership in organizations: a discursive and psychological approach.” 2016. Thesis, University of Manitoba. Accessed September 23, 2019. http://hdl.handle.net/1993/31904.

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

MLA Handbook (7th Edition):

Kraichy, David. “Making sense of high potential, talent, and leadership in organizations: a discursive and psychological approach.” 2016. Web. 23 Sep 2019.

Vancouver:

Kraichy D. Making sense of high potential, talent, and leadership in organizations: a discursive and psychological approach. [Internet] [Thesis]. University of Manitoba; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1993/31904.

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

Council of Science Editors:

Kraichy D. Making sense of high potential, talent, and leadership in organizations: a discursive and psychological approach. [Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/31904

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


University of Cambridge

23. Biondo, Francesca. Characterising goal neglect by investigating the effects of complexity and task structure .

Degree: 2018, University of Cambridge

 A fundamental question of human existence is how much control we have on our behaviour. This dissertation aims to add to our understanding of cognitive(more)

Subjects/Keywords: cognitive control; goal neglect; prospective memory; attention; complexity; task structure; entropy

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APA (6th Edition):

Biondo, F. (2018). Characterising goal neglect by investigating the effects of complexity and task structure . (Thesis). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/275340

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):

Biondo, Francesca. “Characterising goal neglect by investigating the effects of complexity and task structure .” 2018. Thesis, University of Cambridge. Accessed September 23, 2019. https://www.repository.cam.ac.uk/handle/1810/275340.

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

MLA Handbook (7th Edition):

Biondo, Francesca. “Characterising goal neglect by investigating the effects of complexity and task structure .” 2018. Web. 23 Sep 2019.

Vancouver:

Biondo F. Characterising goal neglect by investigating the effects of complexity and task structure . [Internet] [Thesis]. University of Cambridge; 2018. [cited 2019 Sep 23]. Available from: https://www.repository.cam.ac.uk/handle/1810/275340.

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

Council of Science Editors:

Biondo F. Characterising goal neglect by investigating the effects of complexity and task structure . [Thesis]. University of Cambridge; 2018. Available from: https://www.repository.cam.ac.uk/handle/1810/275340

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


Boston College

24. Moss Brender, Noah. The Meaning of Life: A Merleau-Pontian Investigation of How Living Bodies Make Sense.

Degree: PhD, Philosophy, 2012, Boston College

 This dissertation takes up Maurice Merleau-Ponty's unfinished project of developing an ontology of nature whose concepts are drawn from the phenomenon of life, rather than… (more)

Subjects/Keywords: Cognitive Science; Complexity; Development; Dynamic Systems Theory; Maurice Merleau-Ponty; Phenomenology

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APA (6th Edition):

Moss Brender, N. (2012). The Meaning of Life: A Merleau-Pontian Investigation of How Living Bodies Make Sense. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:103615

Chicago Manual of Style (16th Edition):

Moss Brender, Noah. “The Meaning of Life: A Merleau-Pontian Investigation of How Living Bodies Make Sense.” 2012. Doctoral Dissertation, Boston College. Accessed September 23, 2019. http://dlib.bc.edu/islandora/object/bc-ir:103615.

MLA Handbook (7th Edition):

Moss Brender, Noah. “The Meaning of Life: A Merleau-Pontian Investigation of How Living Bodies Make Sense.” 2012. Web. 23 Sep 2019.

Vancouver:

Moss Brender N. The Meaning of Life: A Merleau-Pontian Investigation of How Living Bodies Make Sense. [Internet] [Doctoral dissertation]. Boston College; 2012. [cited 2019 Sep 23]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:103615.

Council of Science Editors:

Moss Brender N. The Meaning of Life: A Merleau-Pontian Investigation of How Living Bodies Make Sense. [Doctoral Dissertation]. Boston College; 2012. Available from: http://dlib.bc.edu/islandora/object/bc-ir:103615


Brigham Young University

25. Mitchell, Adam James. Assessing Scientific Inquiry: Teacher Beliefs and Practices.

Degree: MS, 2010, Brigham Young University

 Science education reform movements have long urged the use of inquiry methods in all science instruction. More recently, standards and accountability reform efforts have emphasized… (more)

Subjects/Keywords: assessment; cognitive complexity; inquiry; secondary science teachers; science education reform; Biology

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APA (6th Edition):

Mitchell, A. J. (2010). Assessing Scientific Inquiry: Teacher Beliefs and Practices. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3520&context=etd

Chicago Manual of Style (16th Edition):

Mitchell, Adam James. “Assessing Scientific Inquiry: Teacher Beliefs and Practices.” 2010. Masters Thesis, Brigham Young University. Accessed September 23, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3520&context=etd.

MLA Handbook (7th Edition):

Mitchell, Adam James. “Assessing Scientific Inquiry: Teacher Beliefs and Practices.” 2010. Web. 23 Sep 2019.

Vancouver:

Mitchell AJ. Assessing Scientific Inquiry: Teacher Beliefs and Practices. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Sep 23]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3520&context=etd.

Council of Science Editors:

Mitchell AJ. Assessing Scientific Inquiry: Teacher Beliefs and Practices. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3520&context=etd


Kent State University

26. Hayes, Staci Ann. EMPATHY AND INTELLIGENCE AS PREDICTORS OF COGNITIVE COMPLEXITY IN COUNSELING STUDENTS.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences, 2019, Kent State University

 Counseling is a complicated and difficult process. Clinical issues often present as ambiguous and incomplete (Welfare & Borders, 2010a), challenging counselors to become comfortable with… (more)

Subjects/Keywords: Counseling Education; Education; Cognitive Complexity; Empathy; Counselor Education; Counseling; Counselor; Intelligence

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

APA (6th Edition):

Hayes, S. A. (2019). EMPATHY AND INTELLIGENCE AS PREDICTORS OF COGNITIVE COMPLEXITY IN COUNSELING STUDENTS. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1553679326498723

Chicago Manual of Style (16th Edition):

Hayes, Staci Ann. “EMPATHY AND INTELLIGENCE AS PREDICTORS OF COGNITIVE COMPLEXITY IN COUNSELING STUDENTS.” 2019. Doctoral Dissertation, Kent State University. Accessed September 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1553679326498723.

MLA Handbook (7th Edition):

Hayes, Staci Ann. “EMPATHY AND INTELLIGENCE AS PREDICTORS OF COGNITIVE COMPLEXITY IN COUNSELING STUDENTS.” 2019. Web. 23 Sep 2019.

Vancouver:

Hayes SA. EMPATHY AND INTELLIGENCE AS PREDICTORS OF COGNITIVE COMPLEXITY IN COUNSELING STUDENTS. [Internet] [Doctoral dissertation]. Kent State University; 2019. [cited 2019 Sep 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1553679326498723.

Council of Science Editors:

Hayes SA. EMPATHY AND INTELLIGENCE AS PREDICTORS OF COGNITIVE COMPLEXITY IN COUNSELING STUDENTS. [Doctoral Dissertation]. Kent State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1553679326498723


University of Iowa

27. Washburn, Fred AlDean. Supervisee cognitive complexity.

Degree: PhD, Rehabilitation and Counselor Education, 2015, University of Iowa

  Supervision literature has indicated the importance of the supervisory working alliance in the development of effective supervision (Landy, Ellis, & Friedlander, 1999). While there… (more)

Subjects/Keywords: publicabstract; Assessment; Cognitive Complexity; Counselor Education; Supervision; Vocational Rehabilitation Counseling

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APA (6th Edition):

Washburn, F. A. (2015). Supervisee cognitive complexity. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1791

Chicago Manual of Style (16th Edition):

Washburn, Fred AlDean. “Supervisee cognitive complexity.” 2015. Doctoral Dissertation, University of Iowa. Accessed September 23, 2019. https://ir.uiowa.edu/etd/1791.

MLA Handbook (7th Edition):

Washburn, Fred AlDean. “Supervisee cognitive complexity.” 2015. Web. 23 Sep 2019.

Vancouver:

Washburn FA. Supervisee cognitive complexity. [Internet] [Doctoral dissertation]. University of Iowa; 2015. [cited 2019 Sep 23]. Available from: https://ir.uiowa.edu/etd/1791.

Council of Science Editors:

Washburn FA. Supervisee cognitive complexity. [Doctoral Dissertation]. University of Iowa; 2015. Available from: https://ir.uiowa.edu/etd/1791


University of South Africa

28. Satchel, Sally Alexandra. Cognition and value systems at a leadership level in a multinational organisation .

Degree: 2014, University of South Africa

 Globalisation had a major impact on the way organisations operate. Access to information and innovative technology connote that organisational leaders need to make timely decisions… (more)

Subjects/Keywords: Cognition; Cognitive complexity; Cognitive processes; Cognitive Process Profile; Levels of work; Spiral dynamics; Values; Value Orientations questionnaire; Value systems

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APA (6th Edition):

Satchel, S. A. (2014). Cognition and value systems at a leadership level in a multinational organisation . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/14178

Chicago Manual of Style (16th Edition):

Satchel, Sally Alexandra. “Cognition and value systems at a leadership level in a multinational organisation .” 2014. Masters Thesis, University of South Africa. Accessed September 23, 2019. http://hdl.handle.net/10500/14178.

MLA Handbook (7th Edition):

Satchel, Sally Alexandra. “Cognition and value systems at a leadership level in a multinational organisation .” 2014. Web. 23 Sep 2019.

Vancouver:

Satchel SA. Cognition and value systems at a leadership level in a multinational organisation . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10500/14178.

Council of Science Editors:

Satchel SA. Cognition and value systems at a leadership level in a multinational organisation . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/14178


McMaster University

29. Ghasemaghaei, Maryam. Online Product Recommendation Agents Design: The Role of Cognitive Age and Agent Comprehensiveness.

Degree: PhD, 2016, McMaster University

The quantity and variety of product information available online today has increased significantly in recent years. This situation has exacerbated user information overload perceptions and… (more)

Subjects/Keywords: Recommendation Agents (RAs); interface design; cognitive age; RA comprehensiveness; perceived RA input complexity; perceived RA output complexity; perceived RA overall complexity; perceived behavioural control; perceived usefulness; behavioural intention

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

APA (6th Edition):

Ghasemaghaei, M. (2016). Online Product Recommendation Agents Design: The Role of Cognitive Age and Agent Comprehensiveness. (Doctoral Dissertation). McMaster University. Retrieved from http://hdl.handle.net/11375/18940

Chicago Manual of Style (16th Edition):

Ghasemaghaei, Maryam. “Online Product Recommendation Agents Design: The Role of Cognitive Age and Agent Comprehensiveness.” 2016. Doctoral Dissertation, McMaster University. Accessed September 23, 2019. http://hdl.handle.net/11375/18940.

MLA Handbook (7th Edition):

Ghasemaghaei, Maryam. “Online Product Recommendation Agents Design: The Role of Cognitive Age and Agent Comprehensiveness.” 2016. Web. 23 Sep 2019.

Vancouver:

Ghasemaghaei M. Online Product Recommendation Agents Design: The Role of Cognitive Age and Agent Comprehensiveness. [Internet] [Doctoral dissertation]. McMaster University; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/11375/18940.

Council of Science Editors:

Ghasemaghaei M. Online Product Recommendation Agents Design: The Role of Cognitive Age and Agent Comprehensiveness. [Doctoral Dissertation]. McMaster University; 2016. Available from: http://hdl.handle.net/11375/18940


University of Exeter

30. Powell, Alexander. Molecules, cells and minds : aspects of bioscientific explanation.

Degree: PhD, 2009, University of Exeter

 In this thesis I examine a number of topics that bear on explanation and understanding in molecular and cell biology, in order to shed new… (more)

Subjects/Keywords: 572.8; Molecular biology : Cell biology : Explanation : Understanding : Mechanism : Complexity : Emergence : function : Information : Cognitive psychology

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

APA (6th Edition):

Powell, A. (2009). Molecules, cells and minds : aspects of bioscientific explanation. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/95416

Chicago Manual of Style (16th Edition):

Powell, Alexander. “Molecules, cells and minds : aspects of bioscientific explanation.” 2009. Doctoral Dissertation, University of Exeter. Accessed September 23, 2019. http://hdl.handle.net/10036/95416.

MLA Handbook (7th Edition):

Powell, Alexander. “Molecules, cells and minds : aspects of bioscientific explanation.” 2009. Web. 23 Sep 2019.

Vancouver:

Powell A. Molecules, cells and minds : aspects of bioscientific explanation. [Internet] [Doctoral dissertation]. University of Exeter; 2009. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10036/95416.

Council of Science Editors:

Powell A. Molecules, cells and minds : aspects of bioscientific explanation. [Doctoral Dissertation]. University of Exeter; 2009. Available from: http://hdl.handle.net/10036/95416

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