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You searched for subject:(concept learning). Showing records 1 – 30 of 435 total matches.

[1] [2] [3] [4] [5] … [15]

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University of Hawaii – Manoa

1. Norton, Ruth Elaine. The influence of instructions on relationships between abilities and performance in a concept identification task.

Degree: PhD, 2009, University of Hawaii – Manoa

Typescript.

Bibliography: leaves [69]-71.

Microfiche.

v, 71 leaves, 3 leaves of plates col. ill

Trabasso and Bower's (1968) model of attention and their redundant relevant… (more)

Subjects/Keywords: Concept learning; Learning, Psychology of

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

APA (6th Edition):

Norton, R. E. (2009). The influence of instructions on relationships between abilities and performance in a concept identification task. (Doctoral Dissertation). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/11572

Chicago Manual of Style (16th Edition):

Norton, Ruth Elaine. “The influence of instructions on relationships between abilities and performance in a concept identification task.” 2009. Doctoral Dissertation, University of Hawaii – Manoa. Accessed July 15, 2019. http://hdl.handle.net/10125/11572.

MLA Handbook (7th Edition):

Norton, Ruth Elaine. “The influence of instructions on relationships between abilities and performance in a concept identification task.” 2009. Web. 15 Jul 2019.

Vancouver:

Norton RE. The influence of instructions on relationships between abilities and performance in a concept identification task. [Internet] [Doctoral dissertation]. University of Hawaii – Manoa; 2009. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/10125/11572.

Council of Science Editors:

Norton RE. The influence of instructions on relationships between abilities and performance in a concept identification task. [Doctoral Dissertation]. University of Hawaii – Manoa; 2009. Available from: http://hdl.handle.net/10125/11572


University of Arizona

2. Zhang, Di. Remindings in Declarative Concept Learning .

Degree: 2019, University of Arizona

 Remindings are a fundamental building block of cognition that prompt people to retrieve relevant experiences when faced with novel stimuli. Remindings may allow learners to… (more)

Subjects/Keywords: Categorization; Declarative concept learning; Reminding

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APA (6th Edition):

Zhang, D. (2019). Remindings in Declarative Concept Learning . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/633146

Chicago Manual of Style (16th Edition):

Zhang, Di. “Remindings in Declarative Concept Learning .” 2019. Masters Thesis, University of Arizona. Accessed July 15, 2019. http://hdl.handle.net/10150/633146.

MLA Handbook (7th Edition):

Zhang, Di. “Remindings in Declarative Concept Learning .” 2019. Web. 15 Jul 2019.

Vancouver:

Zhang D. Remindings in Declarative Concept Learning . [Internet] [Masters thesis]. University of Arizona; 2019. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/10150/633146.

Council of Science Editors:

Zhang D. Remindings in Declarative Concept Learning . [Masters Thesis]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/633146


University of Technology, Sydney

3. Liu, Anjin. Concept drift adaptation for learning with streaming data.

Degree: 2018, University of Technology, Sydney

 The term concept drift refers to the change of distribution underlying the data. It is an inherent property of evolving data streams. Concept drift detection… (more)

Subjects/Keywords: Modern machine learning.; Mining concept-drifting data streams.; Concept drift problems.; Concept drift deep learning.

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APA (6th Edition):

Liu, A. (2018). Concept drift adaptation for learning with streaming data. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/125627

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):

Liu, Anjin. “Concept drift adaptation for learning with streaming data.” 2018. Thesis, University of Technology, Sydney. Accessed July 15, 2019. http://hdl.handle.net/10453/125627.

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

MLA Handbook (7th Edition):

Liu, Anjin. “Concept drift adaptation for learning with streaming data.” 2018. Web. 15 Jul 2019.

Vancouver:

Liu A. Concept drift adaptation for learning with streaming data. [Internet] [Thesis]. University of Technology, Sydney; 2018. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/10453/125627.

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

Council of Science Editors:

Liu A. Concept drift adaptation for learning with streaming data. [Thesis]. University of Technology, Sydney; 2018. Available from: http://hdl.handle.net/10453/125627

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


University of Hawaii – Manoa

4. Shishimi, Gentaro. Working memory and concept learning in honeybees.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2013.

There are a large number of studies that show that the basic learning of honeybees is comparable to… (more)

Subjects/Keywords: honeybees; learning; working memory; concept learning

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APA (6th Edition):

Shishimi, G. (2016). Working memory and concept learning in honeybees. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100750

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):

Shishimi, Gentaro. “Working memory and concept learning in honeybees.” 2016. Thesis, University of Hawaii – Manoa. Accessed July 15, 2019. http://hdl.handle.net/10125/100750.

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

MLA Handbook (7th Edition):

Shishimi, Gentaro. “Working memory and concept learning in honeybees.” 2016. Web. 15 Jul 2019.

Vancouver:

Shishimi G. Working memory and concept learning in honeybees. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/10125/100750.

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

Council of Science Editors:

Shishimi G. Working memory and concept learning in honeybees. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/100750

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


Penn State University

5. Lim, Kyu Yon. THE EFFECT OF CONCEPT MAPPING WITH DIFFERENT LEVELS OF GENERATIVITY AND LEARNERS' SELF-REGULATED LEARNING SKILLS ON KNOWLEDGE ACQUISITION AND REPRESENTATION.

Degree: PhD, Instructional Systems, 2008, Penn State University

 The purpose of this study was to investigate the effectiveness of concept mapping strategies with different levels of generativity in terms of knowledge acquisition and… (more)

Subjects/Keywords: Concept mapping; Self-regulated Learning; Generative Learning

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APA (6th Edition):

Lim, K. Y. (2008). THE EFFECT OF CONCEPT MAPPING WITH DIFFERENT LEVELS OF GENERATIVITY AND LEARNERS' SELF-REGULATED LEARNING SKILLS ON KNOWLEDGE ACQUISITION AND REPRESENTATION. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8740

Chicago Manual of Style (16th Edition):

Lim, Kyu Yon. “THE EFFECT OF CONCEPT MAPPING WITH DIFFERENT LEVELS OF GENERATIVITY AND LEARNERS' SELF-REGULATED LEARNING SKILLS ON KNOWLEDGE ACQUISITION AND REPRESENTATION.” 2008. Doctoral Dissertation, Penn State University. Accessed July 15, 2019. https://etda.libraries.psu.edu/catalog/8740.

MLA Handbook (7th Edition):

Lim, Kyu Yon. “THE EFFECT OF CONCEPT MAPPING WITH DIFFERENT LEVELS OF GENERATIVITY AND LEARNERS' SELF-REGULATED LEARNING SKILLS ON KNOWLEDGE ACQUISITION AND REPRESENTATION.” 2008. Web. 15 Jul 2019.

Vancouver:

Lim KY. THE EFFECT OF CONCEPT MAPPING WITH DIFFERENT LEVELS OF GENERATIVITY AND LEARNERS' SELF-REGULATED LEARNING SKILLS ON KNOWLEDGE ACQUISITION AND REPRESENTATION. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2019 Jul 15]. Available from: https://etda.libraries.psu.edu/catalog/8740.

Council of Science Editors:

Lim KY. THE EFFECT OF CONCEPT MAPPING WITH DIFFERENT LEVELS OF GENERATIVITY AND LEARNERS' SELF-REGULATED LEARNING SKILLS ON KNOWLEDGE ACQUISITION AND REPRESENTATION. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8740


The Ohio State University

6. Wilson, Patricia Simmons. Frequency of features of irrelevant dimensions in a geometric feature identification task.

Degree: PhD, Graduate School, 1982, The Ohio State University

Subjects/Keywords: Education; Concept learning

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APA (6th Edition):

Wilson, P. S. (1982). Frequency of features of irrelevant dimensions in a geometric feature identification task. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487237283888344

Chicago Manual of Style (16th Edition):

Wilson, Patricia Simmons. “Frequency of features of irrelevant dimensions in a geometric feature identification task.” 1982. Doctoral Dissertation, The Ohio State University. Accessed July 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487237283888344.

MLA Handbook (7th Edition):

Wilson, Patricia Simmons. “Frequency of features of irrelevant dimensions in a geometric feature identification task.” 1982. Web. 15 Jul 2019.

Vancouver:

Wilson PS. Frequency of features of irrelevant dimensions in a geometric feature identification task. [Internet] [Doctoral dissertation]. The Ohio State University; 1982. [cited 2019 Jul 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487237283888344.

Council of Science Editors:

Wilson PS. Frequency of features of irrelevant dimensions in a geometric feature identification task. [Doctoral Dissertation]. The Ohio State University; 1982. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487237283888344


NSYSU

7. Chen, Yi-chun. The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students.

Degree: Master, Education, 2012, NSYSU

 The study was to investigate the relationship among the studentsâ perception of teacher caring, caring needs, learning motivation and self-concept for elementary school students. Survey… (more)

Subjects/Keywords: learning motivation; teacher caring; self-concept

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APA (6th Edition):

Chen, Y. (2012). The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-002800

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):

Chen, Yi-chun. “The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students.” 2012. Thesis, NSYSU. Accessed July 15, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-002800.

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

MLA Handbook (7th Edition):

Chen, Yi-chun. “The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students.” 2012. Web. 15 Jul 2019.

Vancouver:

Chen Y. The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students. [Internet] [Thesis]. NSYSU; 2012. [cited 2019 Jul 15]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-002800.

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

Council of Science Editors:

Chen Y. The Relationship Among Studentsâ Perception of Teacher Caring, Caring Needs, Learning Motivation and Self-Concept for Elementary School Students. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-002800

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


Universiteit Utrecht

8. Asbroek, M.H.J. ten. Learning Effects of Explicitly Teaching ‘Cause-Effect Thinking’ in Lower Secondary Science Education.

Degree: 2016, Universiteit Utrecht

 This study will focus on the evaluation of the learning effects of the educational material based on the guidelines from the Kennisbasis. The Kennisbasis is… (more)

Subjects/Keywords: crosscutting concept; cause-effect thinking; learning effects

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

APA (6th Edition):

Asbroek, M. H. J. t. (2016). Learning Effects of Explicitly Teaching ‘Cause-Effect Thinking’ in Lower Secondary Science Education. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/338116

Chicago Manual of Style (16th Edition):

Asbroek, M H J ten. “Learning Effects of Explicitly Teaching ‘Cause-Effect Thinking’ in Lower Secondary Science Education.” 2016. Masters Thesis, Universiteit Utrecht. Accessed July 15, 2019. http://dspace.library.uu.nl:8080/handle/1874/338116.

MLA Handbook (7th Edition):

Asbroek, M H J ten. “Learning Effects of Explicitly Teaching ‘Cause-Effect Thinking’ in Lower Secondary Science Education.” 2016. Web. 15 Jul 2019.

Vancouver:

Asbroek MHJt. Learning Effects of Explicitly Teaching ‘Cause-Effect Thinking’ in Lower Secondary Science Education. [Internet] [Masters thesis]. Universiteit Utrecht; 2016. [cited 2019 Jul 15]. Available from: http://dspace.library.uu.nl:8080/handle/1874/338116.

Council of Science Editors:

Asbroek MHJt. Learning Effects of Explicitly Teaching ‘Cause-Effect Thinking’ in Lower Secondary Science Education. [Masters Thesis]. Universiteit Utrecht; 2016. Available from: http://dspace.library.uu.nl:8080/handle/1874/338116


Universiteit Utrecht

9. Asbroek, M.H.J. ten. Learning Effects of Explicitly Teaching ‘Cause-Effect Thinking’ in Lower Secondary Science Education.

Degree: 2016, Universiteit Utrecht

 This study will focus on the evaluation of the learning effects of the educational material based on the guidelines from the Kennisbasis. The Kennisbasis is… (more)

Subjects/Keywords: crosscutting concept; cause-effect thinking; learning effects

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

APA (6th Edition):

Asbroek, M. H. J. t. (2016). Learning Effects of Explicitly Teaching ‘Cause-Effect Thinking’ in Lower Secondary Science Education. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/338118

Chicago Manual of Style (16th Edition):

Asbroek, M H J ten. “Learning Effects of Explicitly Teaching ‘Cause-Effect Thinking’ in Lower Secondary Science Education.” 2016. Masters Thesis, Universiteit Utrecht. Accessed July 15, 2019. http://dspace.library.uu.nl:8080/handle/1874/338118.

MLA Handbook (7th Edition):

Asbroek, M H J ten. “Learning Effects of Explicitly Teaching ‘Cause-Effect Thinking’ in Lower Secondary Science Education.” 2016. Web. 15 Jul 2019.

Vancouver:

Asbroek MHJt. Learning Effects of Explicitly Teaching ‘Cause-Effect Thinking’ in Lower Secondary Science Education. [Internet] [Masters thesis]. Universiteit Utrecht; 2016. [cited 2019 Jul 15]. Available from: http://dspace.library.uu.nl:8080/handle/1874/338118.

Council of Science Editors:

Asbroek MHJt. Learning Effects of Explicitly Teaching ‘Cause-Effect Thinking’ in Lower Secondary Science Education. [Masters Thesis]. Universiteit Utrecht; 2016. Available from: http://dspace.library.uu.nl:8080/handle/1874/338118


Penn State University

10. Shoop, Glenda H. The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation.

Degree: PhD, Instructional Systems, 2012, Penn State University

 Attention in medical education is turning toward instruction that not only focuses on knowledge acquisition, but on developing the medical students’ clinical problem-solving skills, and… (more)

Subjects/Keywords: Metacognition; concept mapping; problem-based learning

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APA (6th Edition):

Shoop, G. H. (2012). The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/15192

Chicago Manual of Style (16th Edition):

Shoop, Glenda H. “The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation.” 2012. Doctoral Dissertation, Penn State University. Accessed July 15, 2019. https://etda.libraries.psu.edu/catalog/15192.

MLA Handbook (7th Edition):

Shoop, Glenda H. “The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation.” 2012. Web. 15 Jul 2019.

Vancouver:

Shoop GH. The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation. [Internet] [Doctoral dissertation]. Penn State University; 2012. [cited 2019 Jul 15]. Available from: https://etda.libraries.psu.edu/catalog/15192.

Council of Science Editors:

Shoop GH. The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation. [Doctoral Dissertation]. Penn State University; 2012. Available from: https://etda.libraries.psu.edu/catalog/15192


Montana State University

11. Mayer, Joy R. Effects of using the concept attainment model with inductive reasoning with high school biology students.

Degree: Graduate School, 2012, Montana State University

 The concept attainment method engages students in forming their own definition of the concept by examining several positive and negative examples of the topic being… (more)

Subjects/Keywords: Biology.; High school students.; Concept learning.

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APA (6th Edition):

Mayer, J. R. (2012). Effects of using the concept attainment model with inductive reasoning with high school biology students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1808

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):

Mayer, Joy R. “Effects of using the concept attainment model with inductive reasoning with high school biology students.” 2012. Thesis, Montana State University. Accessed July 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1808.

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

MLA Handbook (7th Edition):

Mayer, Joy R. “Effects of using the concept attainment model with inductive reasoning with high school biology students.” 2012. Web. 15 Jul 2019.

Vancouver:

Mayer JR. Effects of using the concept attainment model with inductive reasoning with high school biology students. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Jul 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1808.

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

Council of Science Editors:

Mayer JR. Effects of using the concept attainment model with inductive reasoning with high school biology students. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1808

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


Massey University

12. Hirata, Akie. An exploratory study of motivation and self-regulated learning in second language acquisition : Kanji learning as a task focused approach.

Degree: Master, Second Language Teaching, 2010, Massey University

 This study aimed to identify motivational factors affecting self-regulated learning (SRL) in the context of second language acquisition. Rather than investigating learners’ overall disposition toward… (more)

Subjects/Keywords: Learning; Japanese language; Self-concept; Self-efficacy

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

APA (6th Edition):

Hirata, A. (2010). An exploratory study of motivation and self-regulated learning in second language acquisition : Kanji learning as a task focused approach. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/1527

Chicago Manual of Style (16th Edition):

Hirata, Akie. “An exploratory study of motivation and self-regulated learning in second language acquisition : Kanji learning as a task focused approach.” 2010. Masters Thesis, Massey University. Accessed July 15, 2019. http://hdl.handle.net/10179/1527.

MLA Handbook (7th Edition):

Hirata, Akie. “An exploratory study of motivation and self-regulated learning in second language acquisition : Kanji learning as a task focused approach.” 2010. Web. 15 Jul 2019.

Vancouver:

Hirata A. An exploratory study of motivation and self-regulated learning in second language acquisition : Kanji learning as a task focused approach. [Internet] [Masters thesis]. Massey University; 2010. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/10179/1527.

Council of Science Editors:

Hirata A. An exploratory study of motivation and self-regulated learning in second language acquisition : Kanji learning as a task focused approach. [Masters Thesis]. Massey University; 2010. Available from: http://hdl.handle.net/10179/1527


Montana State University

13. Clark, Bruce. Effects of competition in the conceptual physics classroom.

Degree: College of Letters & Science, 2018, Montana State University

 Student engagement has been an issue plaguing modern classroom across the country. Students who struggle academically tend to lack motivation to be an active participant… (more)

Subjects/Keywords: Physics.; High school students.; Competition.; Concept learning.

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APA (6th Edition):

Clark, B. (2018). Effects of competition in the conceptual physics classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14772

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):

Clark, Bruce. “Effects of competition in the conceptual physics classroom.” 2018. Thesis, Montana State University. Accessed July 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14772.

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

MLA Handbook (7th Edition):

Clark, Bruce. “Effects of competition in the conceptual physics classroom.” 2018. Web. 15 Jul 2019.

Vancouver:

Clark B. Effects of competition in the conceptual physics classroom. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Jul 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14772.

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

Council of Science Editors:

Clark B. Effects of competition in the conceptual physics classroom. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14772

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


University of Miami

14. Zhang, Qiuying. The Relationship between Academic Self-concept and Math Achievement Among Students without and with Learning Disabilities in Early and Late Adolescence.

Degree: PhD, Teaching and Learning (Education), 2016, University of Miami

 Academic self-concept has been extensively studied in terms of its relationship with academic achievement. The existing research has portrayed three theoretical models for this relationship:… (more)

Subjects/Keywords: Academic self-concept; math achievement; learning disabilities

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APA (6th Edition):

Zhang, Q. (2016). The Relationship between Academic Self-concept and Math Achievement Among Students without and with Learning Disabilities in Early and Late Adolescence. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1730

Chicago Manual of Style (16th Edition):

Zhang, Qiuying. “The Relationship between Academic Self-concept and Math Achievement Among Students without and with Learning Disabilities in Early and Late Adolescence.” 2016. Doctoral Dissertation, University of Miami. Accessed July 15, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/1730.

MLA Handbook (7th Edition):

Zhang, Qiuying. “The Relationship between Academic Self-concept and Math Achievement Among Students without and with Learning Disabilities in Early and Late Adolescence.” 2016. Web. 15 Jul 2019.

Vancouver:

Zhang Q. The Relationship between Academic Self-concept and Math Achievement Among Students without and with Learning Disabilities in Early and Late Adolescence. [Internet] [Doctoral dissertation]. University of Miami; 2016. [cited 2019 Jul 15]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1730.

Council of Science Editors:

Zhang Q. The Relationship between Academic Self-concept and Math Achievement Among Students without and with Learning Disabilities in Early and Late Adolescence. [Doctoral Dissertation]. University of Miami; 2016. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1730


University of Arizona

15. Lassen, Maureen Kirby, 1947-. PROCEDURAL COMPONENTS OF VICARIOUS LEARNING .

Degree: 1974, University of Arizona

Subjects/Keywords: Example.; Concept learning.

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APA (6th Edition):

Lassen, Maureen Kirby, 1. (1974). PROCEDURAL COMPONENTS OF VICARIOUS LEARNING . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/288312

Chicago Manual of Style (16th Edition):

Lassen, Maureen Kirby, 1947-. “PROCEDURAL COMPONENTS OF VICARIOUS LEARNING .” 1974. Doctoral Dissertation, University of Arizona. Accessed July 15, 2019. http://hdl.handle.net/10150/288312.

MLA Handbook (7th Edition):

Lassen, Maureen Kirby, 1947-. “PROCEDURAL COMPONENTS OF VICARIOUS LEARNING .” 1974. Web. 15 Jul 2019.

Vancouver:

Lassen, Maureen Kirby 1. PROCEDURAL COMPONENTS OF VICARIOUS LEARNING . [Internet] [Doctoral dissertation]. University of Arizona; 1974. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/10150/288312.

Council of Science Editors:

Lassen, Maureen Kirby 1. PROCEDURAL COMPONENTS OF VICARIOUS LEARNING . [Doctoral Dissertation]. University of Arizona; 1974. Available from: http://hdl.handle.net/10150/288312


University of Arizona

16. Flom, Jeannette Rose, 1952-. Material organizaton and modeling influences on concept learning in kindergartners .

Degree: 1977, University of Arizona

Subjects/Keywords: Concept learning.; Kindergarten.

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APA (6th Edition):

Flom, Jeannette Rose, 1. (1977). Material organizaton and modeling influences on concept learning in kindergartners . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/348118

Chicago Manual of Style (16th Edition):

Flom, Jeannette Rose, 1952-. “Material organizaton and modeling influences on concept learning in kindergartners .” 1977. Masters Thesis, University of Arizona. Accessed July 15, 2019. http://hdl.handle.net/10150/348118.

MLA Handbook (7th Edition):

Flom, Jeannette Rose, 1952-. “Material organizaton and modeling influences on concept learning in kindergartners .” 1977. Web. 15 Jul 2019.

Vancouver:

Flom, Jeannette Rose 1. Material organizaton and modeling influences on concept learning in kindergartners . [Internet] [Masters thesis]. University of Arizona; 1977. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/10150/348118.

Council of Science Editors:

Flom, Jeannette Rose 1. Material organizaton and modeling influences on concept learning in kindergartners . [Masters Thesis]. University of Arizona; 1977. Available from: http://hdl.handle.net/10150/348118


University of Notre Dame

17. Troy William Raeder. Evaluating and Maintaining Classification Algorithms</h1>.

Degree: PhD, Computer Science and Engineering, 2012, University of Notre Dame

  Any practical application of machine learning necessarily begins with the selection of a classification algorithm. Generally, practitioners will try several different types of algorithms… (more)

Subjects/Keywords: classification; supervised learning; evaluation; concept drift

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APA (6th Edition):

Raeder, T. W. (2012). Evaluating and Maintaining Classification Algorithms</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/4b29b56616h

Chicago Manual of Style (16th Edition):

Raeder, Troy William. “Evaluating and Maintaining Classification Algorithms</h1>.” 2012. Doctoral Dissertation, University of Notre Dame. Accessed July 15, 2019. https://curate.nd.edu/show/4b29b56616h.

MLA Handbook (7th Edition):

Raeder, Troy William. “Evaluating and Maintaining Classification Algorithms</h1>.” 2012. Web. 15 Jul 2019.

Vancouver:

Raeder TW. Evaluating and Maintaining Classification Algorithms</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2012. [cited 2019 Jul 15]. Available from: https://curate.nd.edu/show/4b29b56616h.

Council of Science Editors:

Raeder TW. Evaluating and Maintaining Classification Algorithms</h1>. [Doctoral Dissertation]. University of Notre Dame; 2012. Available from: https://curate.nd.edu/show/4b29b56616h


Stellenbosch University

18. Odendaal, Danel. A framework for using experiential learning theory to develop game-based learning.

Degree: MA, Philosophy, 2018, Stellenbosch University

ENGLISH ABSTRACT: This study explores experiential learning and game-based learning to determine how experiential learning can be used to support game-based learning design in workplace… (more)

Subjects/Keywords: Experiential learning; Game-based learning; Concept learning; Learning  – Philosophy; UCTD; Experiential learning

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APA (6th Edition):

Odendaal, D. (2018). A framework for using experiential learning theory to develop game-based learning. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/104948

Chicago Manual of Style (16th Edition):

Odendaal, Danel. “A framework for using experiential learning theory to develop game-based learning.” 2018. Masters Thesis, Stellenbosch University. Accessed July 15, 2019. http://hdl.handle.net/10019.1/104948.

MLA Handbook (7th Edition):

Odendaal, Danel. “A framework for using experiential learning theory to develop game-based learning.” 2018. Web. 15 Jul 2019.

Vancouver:

Odendaal D. A framework for using experiential learning theory to develop game-based learning. [Internet] [Masters thesis]. Stellenbosch University; 2018. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/10019.1/104948.

Council of Science Editors:

Odendaal D. A framework for using experiential learning theory to develop game-based learning. [Masters Thesis]. Stellenbosch University; 2018. Available from: http://hdl.handle.net/10019.1/104948


University of New South Wales

19. Akand, Elma Hussanna. Ontology applications in systems biology: a machine learning approach.

Degree: Computer Science & Engineering, 2014, University of New South Wales

 Biology is flooded with an overwhelming accumulation of data and biologists require methods to apply their knowledge to explain biological networks of interacting genes or… (more)

Subjects/Keywords: Bioinformatics; Ontology; Machine learning; Formal concept analysis; Systems biology; Propositional learning; Concept lattice; Visual analytics; First order ontology learning

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

APA (6th Edition):

Akand, E. H. (2014). Ontology applications in systems biology: a machine learning approach. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/53749 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:12444/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Akand, Elma Hussanna. “Ontology applications in systems biology: a machine learning approach.” 2014. Doctoral Dissertation, University of New South Wales. Accessed July 15, 2019. http://handle.unsw.edu.au/1959.4/53749 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:12444/SOURCE02?view=true.

MLA Handbook (7th Edition):

Akand, Elma Hussanna. “Ontology applications in systems biology: a machine learning approach.” 2014. Web. 15 Jul 2019.

Vancouver:

Akand EH. Ontology applications in systems biology: a machine learning approach. [Internet] [Doctoral dissertation]. University of New South Wales; 2014. [cited 2019 Jul 15]. Available from: http://handle.unsw.edu.au/1959.4/53749 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:12444/SOURCE02?view=true.

Council of Science Editors:

Akand EH. Ontology applications in systems biology: a machine learning approach. [Doctoral Dissertation]. University of New South Wales; 2014. Available from: http://handle.unsw.edu.au/1959.4/53749 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:12444/SOURCE02?view=true


University of Edinburgh

20. Stoeckle-Schobel, Richard Volker Johannes. Concept learning challenged.

Degree: PhD, 2014, University of Edinburgh

 In my thesis, I argue that the philosophical and psychological study of concept-learning mechanisms has failed to take the diversity of learning mechanisms into account,… (more)

Subjects/Keywords: 153.2; concepts; learning; concept-learning mechanism; philosophy of psychology

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APA (6th Edition):

Stoeckle-Schobel, R. V. J. (2014). Concept learning challenged. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/9840

Chicago Manual of Style (16th Edition):

Stoeckle-Schobel, Richard Volker Johannes. “Concept learning challenged.” 2014. Doctoral Dissertation, University of Edinburgh. Accessed July 15, 2019. http://hdl.handle.net/1842/9840.

MLA Handbook (7th Edition):

Stoeckle-Schobel, Richard Volker Johannes. “Concept learning challenged.” 2014. Web. 15 Jul 2019.

Vancouver:

Stoeckle-Schobel RVJ. Concept learning challenged. [Internet] [Doctoral dissertation]. University of Edinburgh; 2014. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/1842/9840.

Council of Science Editors:

Stoeckle-Schobel RVJ. Concept learning challenged. [Doctoral Dissertation]. University of Edinburgh; 2014. Available from: http://hdl.handle.net/1842/9840


Penn State University

21. Chou, Pao-Nan. THE EFFECT OF VARIED CONCEPT MAPS AND.

Degree: PhD, Instructional Systems, 2009, Penn State University

 The purpose of this study was to examine the instructional effectiveness of varied concept maps in measuring different learning objectives for students with different levels… (more)

Subjects/Keywords: hypermedia learning; visualization; Concept maps; Self-directed learning

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APA (6th Edition):

Chou, P. (2009). THE EFFECT OF VARIED CONCEPT MAPS AND. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9770

Chicago Manual of Style (16th Edition):

Chou, Pao-Nan. “THE EFFECT OF VARIED CONCEPT MAPS AND.” 2009. Doctoral Dissertation, Penn State University. Accessed July 15, 2019. https://etda.libraries.psu.edu/catalog/9770.

MLA Handbook (7th Edition):

Chou, Pao-Nan. “THE EFFECT OF VARIED CONCEPT MAPS AND.” 2009. Web. 15 Jul 2019.

Vancouver:

Chou P. THE EFFECT OF VARIED CONCEPT MAPS AND. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Jul 15]. Available from: https://etda.libraries.psu.edu/catalog/9770.

Council of Science Editors:

Chou P. THE EFFECT OF VARIED CONCEPT MAPS AND. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9770


McGill University

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

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

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

Subjects/Keywords: Learning, Psychology of; Concept learning

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Moxness, Katherine. “The effects of concept mapping on learning approach and meaningful learning.” 1991. Masters Thesis, McGill University. Accessed July 15, 2019. http://digitool.library.mcgill.ca/thesisfile60560.pdf.

MLA Handbook (7th Edition):

Moxness, Katherine. “The effects of concept mapping on learning approach and meaningful learning.” 1991. Web. 15 Jul 2019.

Vancouver:

Moxness K. The effects of concept mapping on learning approach and meaningful learning. [Internet] [Masters thesis]. McGill University; 1991. [cited 2019 Jul 15]. Available from: http://digitool.library.mcgill.ca/thesisfile60560.pdf.

Council of Science Editors:

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


McGill University

23. Shiri, Pushpa. The role of abilities in concept learning.

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

Subjects/Keywords: Learning ability.; Concept learning.

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APA (6th Edition):

Shiri, P. (1976). The role of abilities in concept learning. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile50490.pdf

Chicago Manual of Style (16th Edition):

Shiri, Pushpa. “The role of abilities in concept learning.” 1976. Masters Thesis, McGill University. Accessed July 15, 2019. http://digitool.library.mcgill.ca/thesisfile50490.pdf.

MLA Handbook (7th Edition):

Shiri, Pushpa. “The role of abilities in concept learning.” 1976. Web. 15 Jul 2019.

Vancouver:

Shiri P. The role of abilities in concept learning. [Internet] [Masters thesis]. McGill University; 1976. [cited 2019 Jul 15]. Available from: http://digitool.library.mcgill.ca/thesisfile50490.pdf.

Council of Science Editors:

Shiri P. The role of abilities in concept learning. [Masters Thesis]. McGill University; 1976. Available from: http://digitool.library.mcgill.ca/thesisfile50490.pdf


Montana State University

24. Waller, Jessica Jo. The effect of the conceptual change model on misconceptions in 9th grade physics.

Degree: College of Letters & Science, 2018, Montana State University

 Overcoming students' misconceptions is a real problem for science teachers. Much of what we understand about the world comes from personal experience and if that… (more)

Subjects/Keywords: Physics.; High school students.; Experiential learning.; Concept learning.; Reasoning.

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APA (6th Edition):

Waller, J. J. (2018). The effect of the conceptual change model on misconceptions in 9th grade physics. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14817

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):

Waller, Jessica Jo. “The effect of the conceptual change model on misconceptions in 9th grade physics.” 2018. Thesis, Montana State University. Accessed July 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14817.

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

MLA Handbook (7th Edition):

Waller, Jessica Jo. “The effect of the conceptual change model on misconceptions in 9th grade physics.” 2018. Web. 15 Jul 2019.

Vancouver:

Waller JJ. The effect of the conceptual change model on misconceptions in 9th grade physics. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Jul 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14817.

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

Council of Science Editors:

Waller JJ. The effect of the conceptual change model on misconceptions in 9th grade physics. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14817

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


University of Ottawa

25. Floyd, Sean Louis Alan. Semi-Supervised Hybrid Windowing Ensembles for Learning from Evolving Streams .

Degree: 2019, University of Ottawa

 In this thesis, learning refers to the intelligent computational extraction of knowledge from data. Supervised learning tasks require data to be annotated with labels, whereas… (more)

Subjects/Keywords: Ensemble learning; Data streams; Concept drift; Online learning; Non-stationary environments

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APA (6th Edition):

Floyd, S. L. A. (2019). Semi-Supervised Hybrid Windowing Ensembles for Learning from Evolving Streams . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/39273

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):

Floyd, Sean Louis Alan. “Semi-Supervised Hybrid Windowing Ensembles for Learning from Evolving Streams .” 2019. Thesis, University of Ottawa. Accessed July 15, 2019. http://hdl.handle.net/10393/39273.

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

MLA Handbook (7th Edition):

Floyd, Sean Louis Alan. “Semi-Supervised Hybrid Windowing Ensembles for Learning from Evolving Streams .” 2019. Web. 15 Jul 2019.

Vancouver:

Floyd SLA. Semi-Supervised Hybrid Windowing Ensembles for Learning from Evolving Streams . [Internet] [Thesis]. University of Ottawa; 2019. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/10393/39273.

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

Council of Science Editors:

Floyd SLA. Semi-Supervised Hybrid Windowing Ensembles for Learning from Evolving Streams . [Thesis]. University of Ottawa; 2019. Available from: http://hdl.handle.net/10393/39273

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


University of Arizona

26. Patterson, Joseph Russell, 1944-. Errorless acquisition of number concepts by young children .

Degree: 1973, University of Arizona

Subjects/Keywords: Discrimination learning.; Concept learning.

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APA (6th Edition):

Patterson, Joseph Russell, 1. (1973). Errorless acquisition of number concepts by young children . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/347826

Chicago Manual of Style (16th Edition):

Patterson, Joseph Russell, 1944-. “Errorless acquisition of number concepts by young children .” 1973. Masters Thesis, University of Arizona. Accessed July 15, 2019. http://hdl.handle.net/10150/347826.

MLA Handbook (7th Edition):

Patterson, Joseph Russell, 1944-. “Errorless acquisition of number concepts by young children .” 1973. Web. 15 Jul 2019.

Vancouver:

Patterson, Joseph Russell 1. Errorless acquisition of number concepts by young children . [Internet] [Masters thesis]. University of Arizona; 1973. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/10150/347826.

Council of Science Editors:

Patterson, Joseph Russell 1. Errorless acquisition of number concepts by young children . [Masters Thesis]. University of Arizona; 1973. Available from: http://hdl.handle.net/10150/347826


University of Arizona

27. Macri, Iphigenia, 1950-. Scope of modeling array in concept attainment .

Degree: 1976, University of Arizona

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

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APA (6th Edition):

Macri, Iphigenia, 1. (1976). Scope of modeling array in concept attainment . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/348033

Chicago Manual of Style (16th Edition):

Macri, Iphigenia, 1950-. “Scope of modeling array in concept attainment .” 1976. Masters Thesis, University of Arizona. Accessed July 15, 2019. http://hdl.handle.net/10150/348033.

MLA Handbook (7th Edition):

Macri, Iphigenia, 1950-. “Scope of modeling array in concept attainment .” 1976. Web. 15 Jul 2019.

Vancouver:

Macri, Iphigenia 1. Scope of modeling array in concept attainment . [Internet] [Masters thesis]. University of Arizona; 1976. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/10150/348033.

Council of Science Editors:

Macri, Iphigenia 1. Scope of modeling array in concept attainment . [Masters Thesis]. University of Arizona; 1976. Available from: http://hdl.handle.net/10150/348033


University of Missouri – Columbia

28. Chen, Weichao. Knowledge convergence in collaborative concept mapping among radiographic physics undergraduates.

Degree: 2012, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study targeted two research questions. First, does collaborative concept mapping enhance group members' knowledge… (more)

Subjects/Keywords: collaborative learning; learning technologies; knowledge convergence; concept map

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APA (6th Edition):

Chen, W. (2012). Knowledge convergence in collaborative concept mapping among radiographic physics undergraduates. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15916

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):

Chen, Weichao. “Knowledge convergence in collaborative concept mapping among radiographic physics undergraduates.” 2012. Thesis, University of Missouri – Columbia. Accessed July 15, 2019. http://hdl.handle.net/10355/15916.

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

MLA Handbook (7th Edition):

Chen, Weichao. “Knowledge convergence in collaborative concept mapping among radiographic physics undergraduates.” 2012. Web. 15 Jul 2019.

Vancouver:

Chen W. Knowledge convergence in collaborative concept mapping among radiographic physics undergraduates. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/10355/15916.

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

Council of Science Editors:

Chen W. Knowledge convergence in collaborative concept mapping among radiographic physics undergraduates. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/15916

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

29. Clement, Marc A. Evidence for serial learning of multiple cues in concept identification.

Degree: Psychology, 1972, University of Massachusetts

Subjects/Keywords: Concept learning; Learning; Psychology of

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APA (6th Edition):

Clement, M. A. (1972). Evidence for serial learning of multiple cues in concept identification. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/1401

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):

Clement, Marc A. “Evidence for serial learning of multiple cues in concept identification.” 1972. Thesis, University of Massachusetts. Accessed July 15, 2019. https://scholarworks.umass.edu/theses/1401.

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

MLA Handbook (7th Edition):

Clement, Marc A. “Evidence for serial learning of multiple cues in concept identification.” 1972. Web. 15 Jul 2019.

Vancouver:

Clement MA. Evidence for serial learning of multiple cues in concept identification. [Internet] [Thesis]. University of Massachusetts; 1972. [cited 2019 Jul 15]. Available from: https://scholarworks.umass.edu/theses/1401.

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

Council of Science Editors:

Clement MA. Evidence for serial learning of multiple cues in concept identification. [Thesis]. University of Massachusetts; 1972. Available from: https://scholarworks.umass.edu/theses/1401

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


Penn State University

30. Liang, Chen. Machine Learning Methods for Building Educational Applications: Concept Prerequisite Learning and Automatic Distractor Generation.

Degree: 2018, Penn State University

 The increasing amount of education-related data provides a valuable research opportunity for developingdata-driven machine learning methods for building educational applications. This dissertation investigatesmachine learning solutions… (more)

Subjects/Keywords: Machine Learning; Concept Prerequisite Learning; Automatic Distractor Generation; Question Generation

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APA (6th Edition):

Liang, C. (2018). Machine Learning Methods for Building Educational Applications: Concept Prerequisite Learning and Automatic Distractor Generation. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/15448cul226

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):

Liang, Chen. “Machine Learning Methods for Building Educational Applications: Concept Prerequisite Learning and Automatic Distractor Generation.” 2018. Thesis, Penn State University. Accessed July 15, 2019. https://etda.libraries.psu.edu/catalog/15448cul226.

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

MLA Handbook (7th Edition):

Liang, Chen. “Machine Learning Methods for Building Educational Applications: Concept Prerequisite Learning and Automatic Distractor Generation.” 2018. Web. 15 Jul 2019.

Vancouver:

Liang C. Machine Learning Methods for Building Educational Applications: Concept Prerequisite Learning and Automatic Distractor Generation. [Internet] [Thesis]. Penn State University; 2018. [cited 2019 Jul 15]. Available from: https://etda.libraries.psu.edu/catalog/15448cul226.

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

Council of Science Editors:

Liang C. Machine Learning Methods for Building Educational Applications: Concept Prerequisite Learning and Automatic Distractor Generation. [Thesis]. Penn State University; 2018. Available from: https://etda.libraries.psu.edu/catalog/15448cul226

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

[1] [2] [3] [4] [5] … [15]

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