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You searched for subject:(developmental differences). Showing records 1 – 30 of 77 total matches.

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Wilfrid Laurier University

1. Bird, Leanne E. “Where Did I Learn That?” Exploring The Similarity Effect and Children’s Use of Memory Cues for Source Monitoring.

Degree: 2015, Wilfrid Laurier University

 An individual’s ability to accurately monitor source (attribute known or remembered information to its particular source or origin) develops gradually throughout childhood. Along with task… (more)

Subjects/Keywords: Source Monitoring; Memory; Development; Children; Developmental Differences; Age Differences; Psychology

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APA (6th Edition):

Bird, L. E. (2015). “Where Did I Learn That?” Exploring The Similarity Effect and Children’s Use of Memory Cues for Source Monitoring. (Thesis). Wilfrid Laurier University. Retrieved from https://scholars.wlu.ca/etd/1725

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):

Bird, Leanne E. ““Where Did I Learn That?” Exploring The Similarity Effect and Children’s Use of Memory Cues for Source Monitoring.” 2015. Thesis, Wilfrid Laurier University. Accessed October 31, 2020. https://scholars.wlu.ca/etd/1725.

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

MLA Handbook (7th Edition):

Bird, Leanne E. ““Where Did I Learn That?” Exploring The Similarity Effect and Children’s Use of Memory Cues for Source Monitoring.” 2015. Web. 31 Oct 2020.

Vancouver:

Bird LE. “Where Did I Learn That?” Exploring The Similarity Effect and Children’s Use of Memory Cues for Source Monitoring. [Internet] [Thesis]. Wilfrid Laurier University; 2015. [cited 2020 Oct 31]. Available from: https://scholars.wlu.ca/etd/1725.

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

Council of Science Editors:

Bird LE. “Where Did I Learn That?” Exploring The Similarity Effect and Children’s Use of Memory Cues for Source Monitoring. [Thesis]. Wilfrid Laurier University; 2015. Available from: https://scholars.wlu.ca/etd/1725

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


University of Maryland

2. Schussler, Laura Elizabeth. The Distribution of Gender Differences in the Temperament and Social Competence of Preschoolers.

Degree: Counseling and Personnel Services, 2014, University of Maryland

 The literature has shown gender differences on many temperament and social competence (SC) measures, though there are gaps in understanding where differences lie and whether… (more)

Subjects/Keywords: Psychology; Personality psychology; Developmental psychology; Gender Differences; Measurement; Rater Agreement; Sex Differences; Social Competence; Temperament

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APA (6th Edition):

Schussler, L. E. (2014). The Distribution of Gender Differences in the Temperament and Social Competence of Preschoolers. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/16062

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):

Schussler, Laura Elizabeth. “The Distribution of Gender Differences in the Temperament and Social Competence of Preschoolers.” 2014. Thesis, University of Maryland. Accessed October 31, 2020. http://hdl.handle.net/1903/16062.

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

MLA Handbook (7th Edition):

Schussler, Laura Elizabeth. “The Distribution of Gender Differences in the Temperament and Social Competence of Preschoolers.” 2014. Web. 31 Oct 2020.

Vancouver:

Schussler LE. The Distribution of Gender Differences in the Temperament and Social Competence of Preschoolers. [Internet] [Thesis]. University of Maryland; 2014. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1903/16062.

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

Council of Science Editors:

Schussler LE. The Distribution of Gender Differences in the Temperament and Social Competence of Preschoolers. [Thesis]. University of Maryland; 2014. Available from: http://hdl.handle.net/1903/16062

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

3. Ficco, Darlene F. The Influence of Sex, Puberty, and Hormones on Adolescent Cognitive Development.

Degree: MS(M.S.), Psychology, 2010, U of Massachusetts : Masters

 In adults, sex and steroid hormone differences have been observed in several cognitive domains, most notably in the domains of spatial processing, language, and manual… (more)

Subjects/Keywords: Sex Differences; Hormone Differences; Adolescence; Cognitive Development; Visuo-Spatial Working Memory; Simple Articulation; Cognitive Neuroscience; Cognitive Psychology; Developmental Neuroscience; Developmental Psychology

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APA (6th Edition):

Ficco, D. F. (2010). The Influence of Sex, Puberty, and Hormones on Adolescent Cognitive Development. (Masters Thesis). U of Massachusetts : Masters. Retrieved from http://scholarworks.umass.edu/theses/411

Chicago Manual of Style (16th Edition):

Ficco, Darlene F. “The Influence of Sex, Puberty, and Hormones on Adolescent Cognitive Development.” 2010. Masters Thesis, U of Massachusetts : Masters. Accessed October 31, 2020. http://scholarworks.umass.edu/theses/411.

MLA Handbook (7th Edition):

Ficco, Darlene F. “The Influence of Sex, Puberty, and Hormones on Adolescent Cognitive Development.” 2010. Web. 31 Oct 2020.

Vancouver:

Ficco DF. The Influence of Sex, Puberty, and Hormones on Adolescent Cognitive Development. [Internet] [Masters thesis]. U of Massachusetts : Masters; 2010. [cited 2020 Oct 31]. Available from: http://scholarworks.umass.edu/theses/411.

Council of Science Editors:

Ficco DF. The Influence of Sex, Puberty, and Hormones on Adolescent Cognitive Development. [Masters Thesis]. U of Massachusetts : Masters; 2010. Available from: http://scholarworks.umass.edu/theses/411


West Virginia University

4. Deming, Emily Margaret. Jurors' Perceptions of Preschoolers and Younger School Aged Children's Memory Errors.

Degree: MS, Psychology, 2019, West Virginia University

  The purpose of this study was to examine jurors’ perceptions of different types of memory errors in the context of a child recalling information… (more)

Subjects/Keywords: Jurors' Perceptions; Memory Errors; Age Differences; Developmental Differences; Preschoolers; School Aged Children; Child Psychology; Developmental Psychology; Other Psychology; Psychology

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APA (6th Edition):

Deming, E. M. (2019). Jurors' Perceptions of Preschoolers and Younger School Aged Children's Memory Errors. (Thesis). West Virginia University. Retrieved from https://doi.org/10.33915/etd.3874 ; https://researchrepository.wvu.edu/etd/3874

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):

Deming, Emily Margaret. “Jurors' Perceptions of Preschoolers and Younger School Aged Children's Memory Errors.” 2019. Thesis, West Virginia University. Accessed October 31, 2020. https://doi.org/10.33915/etd.3874 ; https://researchrepository.wvu.edu/etd/3874.

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

MLA Handbook (7th Edition):

Deming, Emily Margaret. “Jurors' Perceptions of Preschoolers and Younger School Aged Children's Memory Errors.” 2019. Web. 31 Oct 2020.

Vancouver:

Deming EM. Jurors' Perceptions of Preschoolers and Younger School Aged Children's Memory Errors. [Internet] [Thesis]. West Virginia University; 2019. [cited 2020 Oct 31]. Available from: https://doi.org/10.33915/etd.3874 ; https://researchrepository.wvu.edu/etd/3874.

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

Council of Science Editors:

Deming EM. Jurors' Perceptions of Preschoolers and Younger School Aged Children's Memory Errors. [Thesis]. West Virginia University; 2019. Available from: https://doi.org/10.33915/etd.3874 ; https://researchrepository.wvu.edu/etd/3874

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


UCLA

5. Burakowski, Lauren M. Characterization of Implicit Sequence Learning and the Influence of Individual Differences on Performance.

Degree: Psychology, 2014, UCLA

 This work aimed to understand the limits and capabilities of implicit sequence learning, or internalizing statistically-defined regularities in a stream of stimuli without awareness or… (more)

Subjects/Keywords: Developmental psychology; Cognitive psychology; implicit learning; individual differences; sequence learning; undergraduate

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APA (6th Edition):

Burakowski, L. M. (2014). Characterization of Implicit Sequence Learning and the Influence of Individual Differences on Performance. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2b40w07d

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):

Burakowski, Lauren M. “Characterization of Implicit Sequence Learning and the Influence of Individual Differences on Performance.” 2014. Thesis, UCLA. Accessed October 31, 2020. http://www.escholarship.org/uc/item/2b40w07d.

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

MLA Handbook (7th Edition):

Burakowski, Lauren M. “Characterization of Implicit Sequence Learning and the Influence of Individual Differences on Performance.” 2014. Web. 31 Oct 2020.

Vancouver:

Burakowski LM. Characterization of Implicit Sequence Learning and the Influence of Individual Differences on Performance. [Internet] [Thesis]. UCLA; 2014. [cited 2020 Oct 31]. Available from: http://www.escholarship.org/uc/item/2b40w07d.

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

Council of Science Editors:

Burakowski LM. Characterization of Implicit Sequence Learning and the Influence of Individual Differences on Performance. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/2b40w07d

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


Cornell University

6. Yip, Pui Wang Abby. Interindividual differences in affective experiences and their associations with pain outcomes: The role of affect discrepancies.

Degree: PhD, Human Development, 2019, Cornell University

 Ample research has examined the role of actual affect in various aspects of human development. Research on the role of affective goals, including ideal and… (more)

Subjects/Keywords: Emotions; Affect discrepancies; Affective experiences; Individual differences; Pain; Developmental psychology

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APA (6th Edition):

Yip, P. W. A. (2019). Interindividual differences in affective experiences and their associations with pain outcomes: The role of affect discrepancies. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/67515

Chicago Manual of Style (16th Edition):

Yip, Pui Wang Abby. “Interindividual differences in affective experiences and their associations with pain outcomes: The role of affect discrepancies.” 2019. Doctoral Dissertation, Cornell University. Accessed October 31, 2020. http://hdl.handle.net/1813/67515.

MLA Handbook (7th Edition):

Yip, Pui Wang Abby. “Interindividual differences in affective experiences and their associations with pain outcomes: The role of affect discrepancies.” 2019. Web. 31 Oct 2020.

Vancouver:

Yip PWA. Interindividual differences in affective experiences and their associations with pain outcomes: The role of affect discrepancies. [Internet] [Doctoral dissertation]. Cornell University; 2019. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1813/67515.

Council of Science Editors:

Yip PWA. Interindividual differences in affective experiences and their associations with pain outcomes: The role of affect discrepancies. [Doctoral Dissertation]. Cornell University; 2019. Available from: http://hdl.handle.net/1813/67515


York University

7. Wheeler, Sarah. Microglia Activity in the Mouse Brain Lacking Prostaglandin E2-Connection to Autism.

Degree: MSc -MS, Kinesiology & Health Science, 2020, York University

 Prostaglandin E2 (PGE2) is a signaling molecule produced by cyclooxygenase2 (COX-2) that is important for brain development and microglial activation. Abnormal COX2/PGE2 signaling has been… (more)

Subjects/Keywords: Developmental biology; Microglia; Prostaglandin E2; Cyclooxygenase-2; Sex differences; Neurodevelopmental; Autism

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APA (6th Edition):

Wheeler, S. (2020). Microglia Activity in the Mouse Brain Lacking Prostaglandin E2-Connection to Autism. (Masters Thesis). York University. Retrieved from https://yorkspace.library.yorku.ca/xmlui/handle/10315/37360

Chicago Manual of Style (16th Edition):

Wheeler, Sarah. “Microglia Activity in the Mouse Brain Lacking Prostaglandin E2-Connection to Autism.” 2020. Masters Thesis, York University. Accessed October 31, 2020. https://yorkspace.library.yorku.ca/xmlui/handle/10315/37360.

MLA Handbook (7th Edition):

Wheeler, Sarah. “Microglia Activity in the Mouse Brain Lacking Prostaglandin E2-Connection to Autism.” 2020. Web. 31 Oct 2020.

Vancouver:

Wheeler S. Microglia Activity in the Mouse Brain Lacking Prostaglandin E2-Connection to Autism. [Internet] [Masters thesis]. York University; 2020. [cited 2020 Oct 31]. Available from: https://yorkspace.library.yorku.ca/xmlui/handle/10315/37360.

Council of Science Editors:

Wheeler S. Microglia Activity in the Mouse Brain Lacking Prostaglandin E2-Connection to Autism. [Masters Thesis]. York University; 2020. Available from: https://yorkspace.library.yorku.ca/xmlui/handle/10315/37360


Wayne State University

8. Irwin, Jessica Lee. Identifying Sex-Specific Cognitive And Diagnostic Profiles Of Children On The Autism Spectrum.

Degree: PhD, Psychology, 2017, Wayne State University

  Although there has been great interest in identifying sex differences in diseases or disorders that differentially affect males versus females, relatively less effort has… (more)

Subjects/Keywords: Autism Spectrum Disorder; Sex Differences; Cognitive Psychology; Developmental Psychology

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APA (6th Edition):

Irwin, J. L. (2017). Identifying Sex-Specific Cognitive And Diagnostic Profiles Of Children On The Autism Spectrum. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1811

Chicago Manual of Style (16th Edition):

Irwin, Jessica Lee. “Identifying Sex-Specific Cognitive And Diagnostic Profiles Of Children On The Autism Spectrum.” 2017. Doctoral Dissertation, Wayne State University. Accessed October 31, 2020. https://digitalcommons.wayne.edu/oa_dissertations/1811.

MLA Handbook (7th Edition):

Irwin, Jessica Lee. “Identifying Sex-Specific Cognitive And Diagnostic Profiles Of Children On The Autism Spectrum.” 2017. Web. 31 Oct 2020.

Vancouver:

Irwin JL. Identifying Sex-Specific Cognitive And Diagnostic Profiles Of Children On The Autism Spectrum. [Internet] [Doctoral dissertation]. Wayne State University; 2017. [cited 2020 Oct 31]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1811.

Council of Science Editors:

Irwin JL. Identifying Sex-Specific Cognitive And Diagnostic Profiles Of Children On The Autism Spectrum. [Doctoral Dissertation]. Wayne State University; 2017. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1811

9. Arvidsson, Tobias. Neural Effects of Mindfulness Meditation on Emotion Regulation : Differences Between Adolescents and Adults.

Degree: Bioscience, 2019, University of Skövde

  The time of adolescence is marked by enhanced emotional experiences and difficulties with regulating one’s emotions. One way to improve the adolescent’s ability to… (more)

Subjects/Keywords: Mindfulness meditation; emotion regulation; developmental differences; Neurosciences; Neurovetenskaper

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APA (6th Edition):

Arvidsson, T. (2019). Neural Effects of Mindfulness Meditation on Emotion Regulation : Differences Between Adolescents and Adults. (Thesis). University of Skövde. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17165

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):

Arvidsson, Tobias. “Neural Effects of Mindfulness Meditation on Emotion Regulation : Differences Between Adolescents and Adults.” 2019. Thesis, University of Skövde. Accessed October 31, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17165.

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

MLA Handbook (7th Edition):

Arvidsson, Tobias. “Neural Effects of Mindfulness Meditation on Emotion Regulation : Differences Between Adolescents and Adults.” 2019. Web. 31 Oct 2020.

Vancouver:

Arvidsson T. Neural Effects of Mindfulness Meditation on Emotion Regulation : Differences Between Adolescents and Adults. [Internet] [Thesis]. University of Skövde; 2019. [cited 2020 Oct 31]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17165.

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

Council of Science Editors:

Arvidsson T. Neural Effects of Mindfulness Meditation on Emotion Regulation : Differences Between Adolescents and Adults. [Thesis]. University of Skövde; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17165

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


Victoria University of Wellington

10. Gaston, Frances. Young People's Comprehension of the Rights Caution in New Zealand.

Degree: 2017, Victoria University of Wellington

 In New Zealand we have a child/youth, and an adult version of the Rights Caution, which are the rights read to an individual when they… (more)

Subjects/Keywords: Young people's legal protection; Developmental differences in understanding rights; Police questioning

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APA (6th Edition):

Gaston, F. (2017). Young People's Comprehension of the Rights Caution in New Zealand. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6453

Chicago Manual of Style (16th Edition):

Gaston, Frances. “Young People's Comprehension of the Rights Caution in New Zealand.” 2017. Masters Thesis, Victoria University of Wellington. Accessed October 31, 2020. http://hdl.handle.net/10063/6453.

MLA Handbook (7th Edition):

Gaston, Frances. “Young People's Comprehension of the Rights Caution in New Zealand.” 2017. Web. 31 Oct 2020.

Vancouver:

Gaston F. Young People's Comprehension of the Rights Caution in New Zealand. [Internet] [Masters thesis]. Victoria University of Wellington; 2017. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10063/6453.

Council of Science Editors:

Gaston F. Young People's Comprehension of the Rights Caution in New Zealand. [Masters Thesis]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6453


University of North Texas

11. Garrigue, Marie. Leader Developmental Readiness of Generation Y in the Training Industry.

Degree: 2012, University of North Texas

 Members of Generation Y in the training and development industry will be required to assume leadership roles as Baby Boomers retire, yet little empirical research… (more)

Subjects/Keywords: Generation Y; leader development; generational differences; accelerated leader development; developmental readiness

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APA (6th Edition):

Garrigue, M. (2012). Leader Developmental Readiness of Generation Y in the Training Industry. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271816/

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):

Garrigue, Marie. “Leader Developmental Readiness of Generation Y in the Training Industry.” 2012. Thesis, University of North Texas. Accessed October 31, 2020. https://digital.library.unt.edu/ark:/67531/metadc271816/.

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

MLA Handbook (7th Edition):

Garrigue, Marie. “Leader Developmental Readiness of Generation Y in the Training Industry.” 2012. Web. 31 Oct 2020.

Vancouver:

Garrigue M. Leader Developmental Readiness of Generation Y in the Training Industry. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Oct 31]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271816/.

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

Council of Science Editors:

Garrigue M. Leader Developmental Readiness of Generation Y in the Training Industry. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc271816/

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


Oklahoma State University

12. Lefler, Elizabeth Kathryn. Sex and Developmental Differences in the Prevalence of Disruptive Behavior Disorder Symptoms in a Pediatric Sample.

Degree: Department of Psychology, 2005, Oklahoma State University

 Research on the Disruptive Behavior Disorders (DBDs) has historically been based on boys. Results from previous research suggest that more boys than girls have DBD… (more)

Subjects/Keywords: sex differences; developmental differences; disruptive behavior disorders

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APA (6th Edition):

Lefler, E. K. (2005). Sex and Developmental Differences in the Prevalence of Disruptive Behavior Disorder Symptoms in a Pediatric Sample. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/9438

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):

Lefler, Elizabeth Kathryn. “Sex and Developmental Differences in the Prevalence of Disruptive Behavior Disorder Symptoms in a Pediatric Sample.” 2005. Thesis, Oklahoma State University. Accessed October 31, 2020. http://hdl.handle.net/11244/9438.

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

MLA Handbook (7th Edition):

Lefler, Elizabeth Kathryn. “Sex and Developmental Differences in the Prevalence of Disruptive Behavior Disorder Symptoms in a Pediatric Sample.” 2005. Web. 31 Oct 2020.

Vancouver:

Lefler EK. Sex and Developmental Differences in the Prevalence of Disruptive Behavior Disorder Symptoms in a Pediatric Sample. [Internet] [Thesis]. Oklahoma State University; 2005. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/11244/9438.

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

Council of Science Editors:

Lefler EK. Sex and Developmental Differences in the Prevalence of Disruptive Behavior Disorder Symptoms in a Pediatric Sample. [Thesis]. Oklahoma State University; 2005. Available from: http://hdl.handle.net/11244/9438

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

13. Morgan, Christopher. Micrornas and the Sex Specific Development of the Neonatal Brain: A Point of Vulnerability to the Programming Effects of Prenatal Stress.

Degree: 2015, University of Pennsylvania

 Epidemiological studies have linked prenatal stress to increases in the incidence of neurodevelopmental disorders, including schizophrenia and autism spectrum disorders, associations that are often sex-dependent.… (more)

Subjects/Keywords: Developmental Programming; Sex Differences; Developmental Biology

…these effects, sex-specific responses to fetal antecedents during key developmental windows… …brain. Together these findings point to a developmental window of susceptibility during which… …sex-specific developmental processes affected during this window, such as the dynamic… …40! CHAPTER-3:-SEX-DIFFERENCES-IN-MICRORNA>MRNA-NETWORKS:-NOVELEPIGENETIC-PROGRAMMING… …78! Epigenetics and Developmental Programming… 

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APA (6th Edition):

Morgan, C. (2015). Micrornas and the Sex Specific Development of the Neonatal Brain: A Point of Vulnerability to the Programming Effects of Prenatal Stress. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/1098

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):

Morgan, Christopher. “Micrornas and the Sex Specific Development of the Neonatal Brain: A Point of Vulnerability to the Programming Effects of Prenatal Stress.” 2015. Thesis, University of Pennsylvania. Accessed October 31, 2020. https://repository.upenn.edu/edissertations/1098.

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

MLA Handbook (7th Edition):

Morgan, Christopher. “Micrornas and the Sex Specific Development of the Neonatal Brain: A Point of Vulnerability to the Programming Effects of Prenatal Stress.” 2015. Web. 31 Oct 2020.

Vancouver:

Morgan C. Micrornas and the Sex Specific Development of the Neonatal Brain: A Point of Vulnerability to the Programming Effects of Prenatal Stress. [Internet] [Thesis]. University of Pennsylvania; 2015. [cited 2020 Oct 31]. Available from: https://repository.upenn.edu/edissertations/1098.

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

Council of Science Editors:

Morgan C. Micrornas and the Sex Specific Development of the Neonatal Brain: A Point of Vulnerability to the Programming Effects of Prenatal Stress. [Thesis]. University of Pennsylvania; 2015. Available from: https://repository.upenn.edu/edissertations/1098

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


Wayne State University

14. Temple, Aja C. A model of student engagement and academic achievement: the role of teacher-student relationships and teacher expectations.

Degree: PhD, Educational Psychology, 2012, Wayne State University

  A MODEL OF STUDENT ENGAGEMENT AND ACADEMIC ACHIEVEMENT: THE ROLE OF TEACHER-STUDENT RELATIONSHIPS AND TEACHER EXPECTATIONS by AJA C. TEMPLE MAY 2012 Advisor: Dr.… (more)

Subjects/Keywords: achievement, engagement, gender differences, minority, teacher expectations, teacher-student relationships; Developmental Psychology; Education; Educational Psychology

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APA (6th Edition):

Temple, A. C. (2012). A model of student engagement and academic achievement: the role of teacher-student relationships and teacher expectations. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/478

Chicago Manual of Style (16th Edition):

Temple, Aja C. “A model of student engagement and academic achievement: the role of teacher-student relationships and teacher expectations.” 2012. Doctoral Dissertation, Wayne State University. Accessed October 31, 2020. https://digitalcommons.wayne.edu/oa_dissertations/478.

MLA Handbook (7th Edition):

Temple, Aja C. “A model of student engagement and academic achievement: the role of teacher-student relationships and teacher expectations.” 2012. Web. 31 Oct 2020.

Vancouver:

Temple AC. A model of student engagement and academic achievement: the role of teacher-student relationships and teacher expectations. [Internet] [Doctoral dissertation]. Wayne State University; 2012. [cited 2020 Oct 31]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/478.

Council of Science Editors:

Temple AC. A model of student engagement and academic achievement: the role of teacher-student relationships and teacher expectations. [Doctoral Dissertation]. Wayne State University; 2012. Available from: https://digitalcommons.wayne.edu/oa_dissertations/478


University of Colorado

15. Kharitonova, Maria. The Relationship Between Individual Differences in Working Memory and Filtering Task-Irrelevant Information, in Children and Adults.

Degree: PhD, Psychology & Neuroscience, 2010, University of Colorado

  We are constantly bombarded with myriad pieces of information, of which only a portion is directly relevant to our immediate experiences. What determines how… (more)

Subjects/Keywords: development; executive functions; filtering; individual differences; working memory; Cognitive Psychology; Developmental Psychology

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APA (6th Edition):

Kharitonova, M. (2010). The Relationship Between Individual Differences in Working Memory and Filtering Task-Irrelevant Information, in Children and Adults. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/psyc_gradetds/6

Chicago Manual of Style (16th Edition):

Kharitonova, Maria. “The Relationship Between Individual Differences in Working Memory and Filtering Task-Irrelevant Information, in Children and Adults.” 2010. Doctoral Dissertation, University of Colorado. Accessed October 31, 2020. https://scholar.colorado.edu/psyc_gradetds/6.

MLA Handbook (7th Edition):

Kharitonova, Maria. “The Relationship Between Individual Differences in Working Memory and Filtering Task-Irrelevant Information, in Children and Adults.” 2010. Web. 31 Oct 2020.

Vancouver:

Kharitonova M. The Relationship Between Individual Differences in Working Memory and Filtering Task-Irrelevant Information, in Children and Adults. [Internet] [Doctoral dissertation]. University of Colorado; 2010. [cited 2020 Oct 31]. Available from: https://scholar.colorado.edu/psyc_gradetds/6.

Council of Science Editors:

Kharitonova M. The Relationship Between Individual Differences in Working Memory and Filtering Task-Irrelevant Information, in Children and Adults. [Doctoral Dissertation]. University of Colorado; 2010. Available from: https://scholar.colorado.edu/psyc_gradetds/6

16. Abad, Carla. The Development of Early Spatial Thinking.

Degree: PhD, Psychology, 2018, Florida International University

  The different spatial experiences in the lives of young boys and girls may partly explain sex differences in spatial skills (Baenninger & Newcombe, 1995;… (more)

Subjects/Keywords: Spatial thinking; spatial play; mental rotation; sex differences; gender stereotypes; Developmental Psychology

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APA (6th Edition):

Abad, C. (2018). The Development of Early Spatial Thinking. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3574 ; 10.25148/etd.FIDC004073 ; FIDC004073

Chicago Manual of Style (16th Edition):

Abad, Carla. “The Development of Early Spatial Thinking.” 2018. Doctoral Dissertation, Florida International University. Accessed October 31, 2020. https://digitalcommons.fiu.edu/etd/3574 ; 10.25148/etd.FIDC004073 ; FIDC004073.

MLA Handbook (7th Edition):

Abad, Carla. “The Development of Early Spatial Thinking.” 2018. Web. 31 Oct 2020.

Vancouver:

Abad C. The Development of Early Spatial Thinking. [Internet] [Doctoral dissertation]. Florida International University; 2018. [cited 2020 Oct 31]. Available from: https://digitalcommons.fiu.edu/etd/3574 ; 10.25148/etd.FIDC004073 ; FIDC004073.

Council of Science Editors:

Abad C. The Development of Early Spatial Thinking. [Doctoral Dissertation]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3574 ; 10.25148/etd.FIDC004073 ; FIDC004073


Western Kentucky University

17. Asriel, Melanie Waldrop. Aging and Selective Attention in Causal Learning.

Degree: MA, Department of Psychology, 2011, Western Kentucky University

  This study investigated age differences in generalization of causal value employing similarity as a cue to causality. Exemplars from six food categories (A+, B-,… (more)

Subjects/Keywords: category generalization; gist; verbatim; age differences; Cognition and Perception; Developmental Psychology; Psychology

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APA (6th Edition):

Asriel, M. W. (2011). Aging and Selective Attention in Causal Learning. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/1085

Chicago Manual of Style (16th Edition):

Asriel, Melanie Waldrop. “Aging and Selective Attention in Causal Learning.” 2011. Masters Thesis, Western Kentucky University. Accessed October 31, 2020. https://digitalcommons.wku.edu/theses/1085.

MLA Handbook (7th Edition):

Asriel, Melanie Waldrop. “Aging and Selective Attention in Causal Learning.” 2011. Web. 31 Oct 2020.

Vancouver:

Asriel MW. Aging and Selective Attention in Causal Learning. [Internet] [Masters thesis]. Western Kentucky University; 2011. [cited 2020 Oct 31]. Available from: https://digitalcommons.wku.edu/theses/1085.

Council of Science Editors:

Asriel MW. Aging and Selective Attention in Causal Learning. [Masters Thesis]. Western Kentucky University; 2011. Available from: https://digitalcommons.wku.edu/theses/1085


University of Minnesota

18. Suarez, Sarah. Children's Epistemological Understanding: Developmental Mechanisms and Individual Differences.

Degree: PhD, Child Psychology, 2019, University of Minnesota

 Individuals’ epistemological understanding—that is, their beliefs about the nature of knowledge and knowing— is thought to have important implications for critical thinking in both formal… (more)

Subjects/Keywords: developmental mechanisms; epistemological understanding; executive functioning; individual differences; social cognition; theory of mind

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APA (6th Edition):

Suarez, S. (2019). Children's Epistemological Understanding: Developmental Mechanisms and Individual Differences. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/209003

Chicago Manual of Style (16th Edition):

Suarez, Sarah. “Children's Epistemological Understanding: Developmental Mechanisms and Individual Differences.” 2019. Doctoral Dissertation, University of Minnesota. Accessed October 31, 2020. http://hdl.handle.net/11299/209003.

MLA Handbook (7th Edition):

Suarez, Sarah. “Children's Epistemological Understanding: Developmental Mechanisms and Individual Differences.” 2019. Web. 31 Oct 2020.

Vancouver:

Suarez S. Children's Epistemological Understanding: Developmental Mechanisms and Individual Differences. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/11299/209003.

Council of Science Editors:

Suarez S. Children's Epistemological Understanding: Developmental Mechanisms and Individual Differences. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/209003


University of New Orleans

19. Melching, Jessica A. Exploring Parent-Adolescent Conflict: An Examination of Correlates and Longitudinal Predictors in Early Adolescence.

Degree: MS, Psychology, 2011, University of New Orleans

  Previous research has focused on developmental trends in parent-adolescent conflict without extensively describing individual differences in conflict. The current study tested child factors, parent… (more)

Subjects/Keywords: early adolescence, parent-adolescent conflict, individual differences, predictors; Child Psychology; Developmental Psychology

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APA (6th Edition):

Melching, J. A. (2011). Exploring Parent-Adolescent Conflict: An Examination of Correlates and Longitudinal Predictors in Early Adolescence. (Thesis). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/1396

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):

Melching, Jessica A. “Exploring Parent-Adolescent Conflict: An Examination of Correlates and Longitudinal Predictors in Early Adolescence.” 2011. Thesis, University of New Orleans. Accessed October 31, 2020. https://scholarworks.uno.edu/td/1396.

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

MLA Handbook (7th Edition):

Melching, Jessica A. “Exploring Parent-Adolescent Conflict: An Examination of Correlates and Longitudinal Predictors in Early Adolescence.” 2011. Web. 31 Oct 2020.

Vancouver:

Melching JA. Exploring Parent-Adolescent Conflict: An Examination of Correlates and Longitudinal Predictors in Early Adolescence. [Internet] [Thesis]. University of New Orleans; 2011. [cited 2020 Oct 31]. Available from: https://scholarworks.uno.edu/td/1396.

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

Council of Science Editors:

Melching JA. Exploring Parent-Adolescent Conflict: An Examination of Correlates and Longitudinal Predictors in Early Adolescence. [Thesis]. University of New Orleans; 2011. Available from: https://scholarworks.uno.edu/td/1396

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


University of Kentucky

20. Elsey, Taylor L. THE ROLE OF ATTACHMENT AND COGNITIVE PRE-SLEEP AROUSAL ON ASSOCIATIONS BETWEEN SLEEP CONCORDANCE AND SLEEP QUALITY.

Degree: 2020, University of Kentucky

 The amount of time someone spends co-sleeping with their partner, known as sleep concordance, has implications for sleep quality in couples. Attachment security has emerged… (more)

Subjects/Keywords: couple sleep; co-sleeping; subjective sleep quality; attachment insecurity; gender differences; Developmental Psychology

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APA (6th Edition):

Elsey, T. L. (2020). THE ROLE OF ATTACHMENT AND COGNITIVE PRE-SLEEP AROUSAL ON ASSOCIATIONS BETWEEN SLEEP CONCORDANCE AND SLEEP QUALITY. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/psychology_etds/178

Chicago Manual of Style (16th Edition):

Elsey, Taylor L. “THE ROLE OF ATTACHMENT AND COGNITIVE PRE-SLEEP AROUSAL ON ASSOCIATIONS BETWEEN SLEEP CONCORDANCE AND SLEEP QUALITY.” 2020. Doctoral Dissertation, University of Kentucky. Accessed October 31, 2020. https://uknowledge.uky.edu/psychology_etds/178.

MLA Handbook (7th Edition):

Elsey, Taylor L. “THE ROLE OF ATTACHMENT AND COGNITIVE PRE-SLEEP AROUSAL ON ASSOCIATIONS BETWEEN SLEEP CONCORDANCE AND SLEEP QUALITY.” 2020. Web. 31 Oct 2020.

Vancouver:

Elsey TL. THE ROLE OF ATTACHMENT AND COGNITIVE PRE-SLEEP AROUSAL ON ASSOCIATIONS BETWEEN SLEEP CONCORDANCE AND SLEEP QUALITY. [Internet] [Doctoral dissertation]. University of Kentucky; 2020. [cited 2020 Oct 31]. Available from: https://uknowledge.uky.edu/psychology_etds/178.

Council of Science Editors:

Elsey TL. THE ROLE OF ATTACHMENT AND COGNITIVE PRE-SLEEP AROUSAL ON ASSOCIATIONS BETWEEN SLEEP CONCORDANCE AND SLEEP QUALITY. [Doctoral Dissertation]. University of Kentucky; 2020. Available from: https://uknowledge.uky.edu/psychology_etds/178


University of Cambridge

21. Devine, Amy. Cognitive and emotional mathematics learning problems in primary and secondary school students.

Degree: PhD, 2017, University of Cambridge

 This thesis systematically examined the link between developmental dyscalculia, a specific learning difficulty of mathematics, and mathematics anxiety, a negative emotional reaction to mathematics tasks.… (more)

Subjects/Keywords: 371.9; Developmental dyscalculia; mathematics anxiety; mathematics learning disability; gender differences; mathematics performance; reading performance

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APA (6th Edition):

Devine, A. (2017). Cognitive and emotional mathematics learning problems in primary and secondary school students. (Doctoral Dissertation). University of Cambridge. Retrieved from https://doi.org/10.17863/CAM.13972 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725628

Chicago Manual of Style (16th Edition):

Devine, Amy. “Cognitive and emotional mathematics learning problems in primary and secondary school students.” 2017. Doctoral Dissertation, University of Cambridge. Accessed October 31, 2020. https://doi.org/10.17863/CAM.13972 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725628.

MLA Handbook (7th Edition):

Devine, Amy. “Cognitive and emotional mathematics learning problems in primary and secondary school students.” 2017. Web. 31 Oct 2020.

Vancouver:

Devine A. Cognitive and emotional mathematics learning problems in primary and secondary school students. [Internet] [Doctoral dissertation]. University of Cambridge; 2017. [cited 2020 Oct 31]. Available from: https://doi.org/10.17863/CAM.13972 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725628.

Council of Science Editors:

Devine A. Cognitive and emotional mathematics learning problems in primary and secondary school students. [Doctoral Dissertation]. University of Cambridge; 2017. Available from: https://doi.org/10.17863/CAM.13972 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725628

22. Peterson, Ashlei Margaret. Taking it Personally: Individual Differences in the Interpretation of Negative Evaluations.

Degree: MA, Psychology, 2016, The Ohio State University

 Dispositional feedback, regardless of valence, has various negative behavioral consequences. However, what exactly is evaluated in feedback can be ambiguous and result in different interpretations.… (more)

Subjects/Keywords: Developmental Psychology; Attachment; Interal Working Models; Individual Differences; Evaluations; Feedback; Social Information Processing

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APA (6th Edition):

Peterson, A. M. (2016). Taking it Personally: Individual Differences in the Interpretation of Negative Evaluations. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1460372882

Chicago Manual of Style (16th Edition):

Peterson, Ashlei Margaret. “Taking it Personally: Individual Differences in the Interpretation of Negative Evaluations.” 2016. Masters Thesis, The Ohio State University. Accessed October 31, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460372882.

MLA Handbook (7th Edition):

Peterson, Ashlei Margaret. “Taking it Personally: Individual Differences in the Interpretation of Negative Evaluations.” 2016. Web. 31 Oct 2020.

Vancouver:

Peterson AM. Taking it Personally: Individual Differences in the Interpretation of Negative Evaluations. [Internet] [Masters thesis]. The Ohio State University; 2016. [cited 2020 Oct 31]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460372882.

Council of Science Editors:

Peterson AM. Taking it Personally: Individual Differences in the Interpretation of Negative Evaluations. [Masters Thesis]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460372882


Temple University

23. Carpente, John Albert. Contributions of Nordoff-Robbins Music Therapy Within a Developmental, Individual-Differences, Relationship-Based (DIR®)/Floortime™ Framework to the Treatment of Children With Autism: Four Cases.

Degree: PhD, 2009, Temple University

Music Therapy

This study was concerned with the effectiveness of Nordoff-Robbins Music Therapy (NRMT) carried out within a Developmental, Individual-Difference, Relationship-based (DIR®)/Floortime Framework in addressing… (more)

Subjects/Keywords: Education, Social Sciences; Education, Music; Autism; Developmental, Individual-Differences; Relationship-Based Model; DIR/Floortime; Improvisation; Music Therapy; Nordoff-Robbins Music Therapy

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APA (6th Edition):

Carpente, J. A. (2009). Contributions of Nordoff-Robbins Music Therapy Within a Developmental, Individual-Differences, Relationship-Based (DIR®)/Floortime™ Framework to the Treatment of Children With Autism: Four Cases. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,42498

Chicago Manual of Style (16th Edition):

Carpente, John Albert. “Contributions of Nordoff-Robbins Music Therapy Within a Developmental, Individual-Differences, Relationship-Based (DIR®)/Floortime™ Framework to the Treatment of Children With Autism: Four Cases.” 2009. Doctoral Dissertation, Temple University. Accessed October 31, 2020. http://digital.library.temple.edu/u?/p245801coll10,42498.

MLA Handbook (7th Edition):

Carpente, John Albert. “Contributions of Nordoff-Robbins Music Therapy Within a Developmental, Individual-Differences, Relationship-Based (DIR®)/Floortime™ Framework to the Treatment of Children With Autism: Four Cases.” 2009. Web. 31 Oct 2020.

Vancouver:

Carpente JA. Contributions of Nordoff-Robbins Music Therapy Within a Developmental, Individual-Differences, Relationship-Based (DIR®)/Floortime™ Framework to the Treatment of Children With Autism: Four Cases. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2020 Oct 31]. Available from: http://digital.library.temple.edu/u?/p245801coll10,42498.

Council of Science Editors:

Carpente JA. Contributions of Nordoff-Robbins Music Therapy Within a Developmental, Individual-Differences, Relationship-Based (DIR®)/Floortime™ Framework to the Treatment of Children With Autism: Four Cases. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,42498


Queens University

24. Dixon, Jeffrey. Impacts of the Patient-Centred Medical Home on Healthcare Access and Utilization Indicators For Adults With Intellectual and Developmental Disabilities in Ontario .

Degree: Community Health and Epidemiology, 2016, Queens University

 Background: This study assessed the relationship between the patient-centred medical home (PCMH), as exemplified by the Family Health Team (FHT) program in Ontario, and healthcare… (more)

Subjects/Keywords: Primary Care ; Patient-Centred Medical Home ; Intellectual and Developmental Disabilities ; Access to Care ; Health Services and Policy Research ; Difference-in-Differences

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APA (6th Edition):

Dixon, J. (2016). Impacts of the Patient-Centred Medical Home on Healthcare Access and Utilization Indicators For Adults With Intellectual and Developmental Disabilities in Ontario . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/13915

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):

Dixon, Jeffrey. “Impacts of the Patient-Centred Medical Home on Healthcare Access and Utilization Indicators For Adults With Intellectual and Developmental Disabilities in Ontario .” 2016. Thesis, Queens University. Accessed October 31, 2020. http://hdl.handle.net/1974/13915.

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

MLA Handbook (7th Edition):

Dixon, Jeffrey. “Impacts of the Patient-Centred Medical Home on Healthcare Access and Utilization Indicators For Adults With Intellectual and Developmental Disabilities in Ontario .” 2016. Web. 31 Oct 2020.

Vancouver:

Dixon J. Impacts of the Patient-Centred Medical Home on Healthcare Access and Utilization Indicators For Adults With Intellectual and Developmental Disabilities in Ontario . [Internet] [Thesis]. Queens University; 2016. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1974/13915.

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

Council of Science Editors:

Dixon J. Impacts of the Patient-Centred Medical Home on Healthcare Access and Utilization Indicators For Adults With Intellectual and Developmental Disabilities in Ontario . [Thesis]. Queens University; 2016. Available from: http://hdl.handle.net/1974/13915

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


York University

25. Doidge, Joshua Leon. A Meta-Analytic Review of Gender Differences on Delay of Gratification and Temporal Discounting Tasks in ADHD and Typically Developing Populations.

Degree: MA -MA, Psychology(Functional Area: Clinical-Developmental), 2018, York University

 Individuals with Attention-Deficit/Hyperactivity Disorder (ADHD) tend to prefer smaller immediate rewards over larger delayed rewards compared to Typically Developing (TD) individuals. Currently it is unknown… (more)

Subjects/Keywords: Developmental psychology; ADHD; Attention-deficit/hyperactivity disorder; Delay of gratification; Decision-making; Gender differences; Delay discounting; Meta-analysis; Temporal discounting

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APA (6th Edition):

Doidge, J. L. (2018). A Meta-Analytic Review of Gender Differences on Delay of Gratification and Temporal Discounting Tasks in ADHD and Typically Developing Populations. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/34316

Chicago Manual of Style (16th Edition):

Doidge, Joshua Leon. “A Meta-Analytic Review of Gender Differences on Delay of Gratification and Temporal Discounting Tasks in ADHD and Typically Developing Populations.” 2018. Masters Thesis, York University. Accessed October 31, 2020. http://hdl.handle.net/10315/34316.

MLA Handbook (7th Edition):

Doidge, Joshua Leon. “A Meta-Analytic Review of Gender Differences on Delay of Gratification and Temporal Discounting Tasks in ADHD and Typically Developing Populations.” 2018. Web. 31 Oct 2020.

Vancouver:

Doidge JL. A Meta-Analytic Review of Gender Differences on Delay of Gratification and Temporal Discounting Tasks in ADHD and Typically Developing Populations. [Internet] [Masters thesis]. York University; 2018. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10315/34316.

Council of Science Editors:

Doidge JL. A Meta-Analytic Review of Gender Differences on Delay of Gratification and Temporal Discounting Tasks in ADHD and Typically Developing Populations. [Masters Thesis]. York University; 2018. Available from: http://hdl.handle.net/10315/34316


University of Toronto

26. McIlveen-Brown, Emma. Motor Control in Adolescent ADHD.

Degree: 2010, University of Toronto

This thesis presents two manuscripts on motor control in ADHD. The first is a literature review that identifies fine motor control and postural stability as… (more)

Subjects/Keywords: motor skills; Attention-Deficit / Hyperactivity Disorder; fine motor; postural control; adolescence; sex differences; cerebellum; comorbidity; Developmental Coordination Disorder; 0622; 0620; 0317

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APA (6th Edition):

McIlveen-Brown, E. (2010). Motor Control in Adolescent ADHD. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25663

Chicago Manual of Style (16th Edition):

McIlveen-Brown, Emma. “Motor Control in Adolescent ADHD.” 2010. Masters Thesis, University of Toronto. Accessed October 31, 2020. http://hdl.handle.net/1807/25663.

MLA Handbook (7th Edition):

McIlveen-Brown, Emma. “Motor Control in Adolescent ADHD.” 2010. Web. 31 Oct 2020.

Vancouver:

McIlveen-Brown E. Motor Control in Adolescent ADHD. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1807/25663.

Council of Science Editors:

McIlveen-Brown E. Motor Control in Adolescent ADHD. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25663

27. Briec, Julie. Implant cochléaire et dévelppement du langage chez les jeunes enfants sourds profonds : Cochear implant and language development in profound deaf children.

Degree: Docteur es, Psychologie. Psychologie développementale et différentielle, 2012, Rennes 2

La présente thèse se compose de trois études en lien avec le développement du langage chez les enfants sourds profonds porteurs d’un implant cochléaire. La… (more)

Subjects/Keywords: Surdité; Différences interindividuelles; Acquisition du langage; Pragmatique développementale; Deafness; Interindividual differences; Language acquisition; Developmental pragmatic; 155.41

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APA (6th Edition):

Briec, J. (2012). Implant cochléaire et dévelppement du langage chez les jeunes enfants sourds profonds : Cochear implant and language development in profound deaf children. (Doctoral Dissertation). Rennes 2. Retrieved from http://www.theses.fr/2012REN20054

Chicago Manual of Style (16th Edition):

Briec, Julie. “Implant cochléaire et dévelppement du langage chez les jeunes enfants sourds profonds : Cochear implant and language development in profound deaf children.” 2012. Doctoral Dissertation, Rennes 2. Accessed October 31, 2020. http://www.theses.fr/2012REN20054.

MLA Handbook (7th Edition):

Briec, Julie. “Implant cochléaire et dévelppement du langage chez les jeunes enfants sourds profonds : Cochear implant and language development in profound deaf children.” 2012. Web. 31 Oct 2020.

Vancouver:

Briec J. Implant cochléaire et dévelppement du langage chez les jeunes enfants sourds profonds : Cochear implant and language development in profound deaf children. [Internet] [Doctoral dissertation]. Rennes 2; 2012. [cited 2020 Oct 31]. Available from: http://www.theses.fr/2012REN20054.

Council of Science Editors:

Briec J. Implant cochléaire et dévelppement du langage chez les jeunes enfants sourds profonds : Cochear implant and language development in profound deaf children. [Doctoral Dissertation]. Rennes 2; 2012. Available from: http://www.theses.fr/2012REN20054


East Tennessee State University

28. Freeman, Elizabeth D. Methylphenidate Conditioned Place Preference in Juvenile and Adolescent Male and Female Rats.

Degree: MA, Psychology, 2013, East Tennessee State University

  This investigation was an analysis of the effects of methylphenidate (MPH; trade name: Ritalin) on drug reward using the conditioned place preference (CPP) behavioral… (more)

Subjects/Keywords: Methylphenidate; Ritalin; Sex Differences; Conditioned Place Preference; Rat; Dopamine Transporter; Biological Psychology; Developmental Psychology; Other Psychology

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APA (6th Edition):

Freeman, E. D. (2013). Methylphenidate Conditioned Place Preference in Juvenile and Adolescent Male and Female Rats. (Masters Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2293

Chicago Manual of Style (16th Edition):

Freeman, Elizabeth D. “Methylphenidate Conditioned Place Preference in Juvenile and Adolescent Male and Female Rats.” 2013. Masters Thesis, East Tennessee State University. Accessed October 31, 2020. https://dc.etsu.edu/etd/2293.

MLA Handbook (7th Edition):

Freeman, Elizabeth D. “Methylphenidate Conditioned Place Preference in Juvenile and Adolescent Male and Female Rats.” 2013. Web. 31 Oct 2020.

Vancouver:

Freeman ED. Methylphenidate Conditioned Place Preference in Juvenile and Adolescent Male and Female Rats. [Internet] [Masters thesis]. East Tennessee State University; 2013. [cited 2020 Oct 31]. Available from: https://dc.etsu.edu/etd/2293.

Council of Science Editors:

Freeman ED. Methylphenidate Conditioned Place Preference in Juvenile and Adolescent Male and Female Rats. [Masters Thesis]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/2293


University of Plymouth

29. Ward, Thomas Bernard. Dimensional responding in children and adults as a function of stimulus and response variables.

Degree: PhD, 1978, University of Plymouth

 Restricted classification and similarity rating tasks employing the dimensions of line length and density were used to investigate several issues. One of these was developmental(more)

Subjects/Keywords: 155; Stimuli, Developmental differences, Adults, Children, Trials

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

APA (6th Edition):

Ward, T. B. (1978). Dimensional responding in children and adults as a function of stimulus and response variables. (Doctoral Dissertation). University of Plymouth. Retrieved from http://hdl.handle.net/10026.1/2189

Chicago Manual of Style (16th Edition):

Ward, Thomas Bernard. “Dimensional responding in children and adults as a function of stimulus and response variables.” 1978. Doctoral Dissertation, University of Plymouth. Accessed October 31, 2020. http://hdl.handle.net/10026.1/2189.

MLA Handbook (7th Edition):

Ward, Thomas Bernard. “Dimensional responding in children and adults as a function of stimulus and response variables.” 1978. Web. 31 Oct 2020.

Vancouver:

Ward TB. Dimensional responding in children and adults as a function of stimulus and response variables. [Internet] [Doctoral dissertation]. University of Plymouth; 1978. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10026.1/2189.

Council of Science Editors:

Ward TB. Dimensional responding in children and adults as a function of stimulus and response variables. [Doctoral Dissertation]. University of Plymouth; 1978. Available from: http://hdl.handle.net/10026.1/2189


George Mason University

30. Wyatt, Todd M. SELF-REGULATION IN PRESCHOOL CHILDREN: HOT AND COOL EXECUTIVE CONTROL AS PREDICTORS OF LATER CLASSROOM LEARNING BEHAVIORS .

Degree: 2013, George Mason University

 Over the last several years, researchers and practitioners have paid increasing attention to the areas of self-regulation, classroom involvement and classroom learning behaviors and how… (more)

Subjects/Keywords: Developmental psychology; Classroom learning behaviors; Executive control; Gender differences; On-task involvement; Self-regulation; Socioeconomic disparities

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

APA (6th Edition):

Wyatt, T. M. (2013). SELF-REGULATION IN PRESCHOOL CHILDREN: HOT AND COOL EXECUTIVE CONTROL AS PREDICTORS OF LATER CLASSROOM LEARNING BEHAVIORS . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8211

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):

Wyatt, Todd M. “SELF-REGULATION IN PRESCHOOL CHILDREN: HOT AND COOL EXECUTIVE CONTROL AS PREDICTORS OF LATER CLASSROOM LEARNING BEHAVIORS .” 2013. Thesis, George Mason University. Accessed October 31, 2020. http://hdl.handle.net/1920/8211.

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

MLA Handbook (7th Edition):

Wyatt, Todd M. “SELF-REGULATION IN PRESCHOOL CHILDREN: HOT AND COOL EXECUTIVE CONTROL AS PREDICTORS OF LATER CLASSROOM LEARNING BEHAVIORS .” 2013. Web. 31 Oct 2020.

Vancouver:

Wyatt TM. SELF-REGULATION IN PRESCHOOL CHILDREN: HOT AND COOL EXECUTIVE CONTROL AS PREDICTORS OF LATER CLASSROOM LEARNING BEHAVIORS . [Internet] [Thesis]. George Mason University; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1920/8211.

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

Council of Science Editors:

Wyatt TM. SELF-REGULATION IN PRESCHOOL CHILDREN: HOT AND COOL EXECUTIVE CONTROL AS PREDICTORS OF LATER CLASSROOM LEARNING BEHAVIORS . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8211

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

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