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Wright State University

1. Delgado, Kristin M. INTERACTIVE EFFECTS OF FEEDBACK TYPE AND FEEDBACK PROPENSITIES ON TASK PERFORMANCE.

Degree: MS, Human Factors and Industrial/Organizational Psychology MS, 2007, Wright State University

 The purpose of the present study was to examine the effects of feedback types (i.e., outcome, process, and task feedback), feedback propensities, and their interactions… (more)

Subjects/Keywords: Psychology, Industrial; FEEDBACK; feedback propensity; task feedback; external feedback; Process feedback; outcome feedback; propensity

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

APA (6th Edition):

Delgado, K. M. (2007). INTERACTIVE EFFECTS OF FEEDBACK TYPE AND FEEDBACK PROPENSITIES ON TASK PERFORMANCE. (Masters Thesis). Wright State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=wright1176735457

Chicago Manual of Style (16th Edition):

Delgado, Kristin M. “INTERACTIVE EFFECTS OF FEEDBACK TYPE AND FEEDBACK PROPENSITIES ON TASK PERFORMANCE.” 2007. Masters Thesis, Wright State University. Accessed May 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1176735457.

MLA Handbook (7th Edition):

Delgado, Kristin M. “INTERACTIVE EFFECTS OF FEEDBACK TYPE AND FEEDBACK PROPENSITIES ON TASK PERFORMANCE.” 2007. Web. 22 May 2019.

Vancouver:

Delgado KM. INTERACTIVE EFFECTS OF FEEDBACK TYPE AND FEEDBACK PROPENSITIES ON TASK PERFORMANCE. [Internet] [Masters thesis]. Wright State University; 2007. [cited 2019 May 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1176735457.

Council of Science Editors:

Delgado KM. INTERACTIVE EFFECTS OF FEEDBACK TYPE AND FEEDBACK PROPENSITIES ON TASK PERFORMANCE. [Masters Thesis]. Wright State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1176735457


Linnaeus University

2. Escoda, Alicia Gomez. El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos.

Degree: Education, 2016, Linnaeus University

  This essay approaches the different kinds of feedback that teachers in Spanish give to their secondary level students in Sweden. The purpose of the… (more)

Subjects/Keywords: Feedback; summative feedback; formative feedback; assessment for learning; Feedback; feedback sumativo; feedback formativo. evaluación formativa

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APA (6th Edition):

Escoda, A. G. (2016). El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601

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):

Escoda, Alicia Gomez. “El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos.” 2016. Thesis, Linnaeus University. Accessed May 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601.

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

MLA Handbook (7th Edition):

Escoda, Alicia Gomez. “El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos.” 2016. Web. 22 May 2019.

Vancouver:

Escoda AG. El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos. [Internet] [Thesis]. Linnaeus University; 2016. [cited 2019 May 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601.

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

Council of Science Editors:

Escoda AG. El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos. [Thesis]. Linnaeus University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601

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


Uppsala University

3. Ståhlberg, Jonatan. Disaggregated Electricity Feedback : An analysis of the conditions and needs for improved electricity feedback in houses.

Degree: Engineering Sciences, 2010, Uppsala University

  This thesis examines if house-owners are prepared to reduce energy use by means of accessing more information on electricity consumption. The goal has been… (more)

Subjects/Keywords: energy feedback; electricity feedback; household

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APA (6th Edition):

Ståhlberg, J. (2010). Disaggregated Electricity Feedback : An analysis of the conditions and needs for improved electricity feedback in houses. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-121967

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):

Ståhlberg, Jonatan. “Disaggregated Electricity Feedback : An analysis of the conditions and needs for improved electricity feedback in houses.” 2010. Thesis, Uppsala University. Accessed May 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-121967.

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

MLA Handbook (7th Edition):

Ståhlberg, Jonatan. “Disaggregated Electricity Feedback : An analysis of the conditions and needs for improved electricity feedback in houses.” 2010. Web. 22 May 2019.

Vancouver:

Ståhlberg J. Disaggregated Electricity Feedback : An analysis of the conditions and needs for improved electricity feedback in houses. [Internet] [Thesis]. Uppsala University; 2010. [cited 2019 May 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-121967.

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

Council of Science Editors:

Ståhlberg J. Disaggregated Electricity Feedback : An analysis of the conditions and needs for improved electricity feedback in houses. [Thesis]. Uppsala University; 2010. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-121967

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


Universiteit Utrecht

4. Jaâter, Y. Stratégies de peer-feedback.

Degree: 2014, Universiteit Utrecht

Stratégies de peer-feedback Analyse de séances de feedback à l’Université d’Utrecht entre étudiants natifs et non-natifs Advisors/Committee Members: Pichon, E.M.M. le.

Subjects/Keywords: peer feedback; strategies; strategieën; feedback

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APA (6th Edition):

Jaâter, Y. (2014). Stratégies de peer-feedback. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/292921

Chicago Manual of Style (16th Edition):

Jaâter, Y. “Stratégies de peer-feedback.” 2014. Masters Thesis, Universiteit Utrecht. Accessed May 22, 2019. http://dspace.library.uu.nl:8080/handle/1874/292921.

MLA Handbook (7th Edition):

Jaâter, Y. “Stratégies de peer-feedback.” 2014. Web. 22 May 2019.

Vancouver:

Jaâter Y. Stratégies de peer-feedback. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2019 May 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/292921.

Council of Science Editors:

Jaâter Y. Stratégies de peer-feedback. [Masters Thesis]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/292921


Open Universiteit Nederland

5. Bergsma - van Dooren, Mirjam. Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten.

Degree: 2016, Open Universiteit Nederland

 In dit onderzoek is het effect gemeten van schriftelijke feedback met verbetersuggesties op de prestatie van de student en of motivatie hierbij een rol speelt.… (more)

Subjects/Keywords: Feedback; schriftelijke feedback; motivatie

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APA (6th Edition):

Bergsma - van Dooren, M. (2016). Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/7368

Chicago Manual of Style (16th Edition):

Bergsma - van Dooren, Mirjam. “Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten. ” 2016. Masters Thesis, Open Universiteit Nederland. Accessed May 22, 2019. http://hdl.handle.net/1820/7368.

MLA Handbook (7th Edition):

Bergsma - van Dooren, Mirjam. “Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten. ” 2016. Web. 22 May 2019.

Vancouver:

Bergsma - van Dooren M. Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten. [Internet] [Masters thesis]. Open Universiteit Nederland; 2016. [cited 2019 May 22]. Available from: http://hdl.handle.net/1820/7368.

Council of Science Editors:

Bergsma - van Dooren M. Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten. [Masters Thesis]. Open Universiteit Nederland; 2016. Available from: http://hdl.handle.net/1820/7368


University of Georgia

6. Lewis, Micah Anthony. Optimization of peanut drying, utilizing a microwave moisture meter in the implementation of a feedback controlled system.

Degree: PhD, Biological and Agricultural Engineering, 2011, University of Georgia

 The peanut drying process requires close monitoring of atmospheric conditions and human interaction for periodic evaluation of moisture content. If these tasks are not performed… (more)

Subjects/Keywords: Feedback controller

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APA (6th Edition):

Lewis, M. A. (2011). Optimization of peanut drying, utilizing a microwave moisture meter in the implementation of a feedback controlled system. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lewis_micah_a_201112_phd

Chicago Manual of Style (16th Edition):

Lewis, Micah Anthony. “Optimization of peanut drying, utilizing a microwave moisture meter in the implementation of a feedback controlled system.” 2011. Doctoral Dissertation, University of Georgia. Accessed May 22, 2019. http://purl.galileo.usg.edu/uga_etd/lewis_micah_a_201112_phd.

MLA Handbook (7th Edition):

Lewis, Micah Anthony. “Optimization of peanut drying, utilizing a microwave moisture meter in the implementation of a feedback controlled system.” 2011. Web. 22 May 2019.

Vancouver:

Lewis MA. Optimization of peanut drying, utilizing a microwave moisture meter in the implementation of a feedback controlled system. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 May 22]. Available from: http://purl.galileo.usg.edu/uga_etd/lewis_micah_a_201112_phd.

Council of Science Editors:

Lewis MA. Optimization of peanut drying, utilizing a microwave moisture meter in the implementation of a feedback controlled system. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/lewis_micah_a_201112_phd


University of Colorado

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Anderson Tack, Lindsay Senior. “Guiding the Learner to "Stay on the Task": Isolating the Individual & Combinatory Learning Effects of Different Task & Performance-Directed Feedback Contents.” 2014. Doctoral Dissertation, University of Colorado. Accessed May 22, 2019. http://scholar.colorado.edu/psyc_gradetds/78.

MLA Handbook (7th Edition):

Anderson Tack, Lindsay Senior. “Guiding the Learner to "Stay on the Task": Isolating the Individual & Combinatory Learning Effects of Different Task & Performance-Directed Feedback Contents.” 2014. Web. 22 May 2019.

Vancouver:

Anderson Tack LS. Guiding the Learner to "Stay on the Task": Isolating the Individual & Combinatory Learning Effects of Different Task & Performance-Directed Feedback Contents. [Internet] [Doctoral dissertation]. University of Colorado; 2014. [cited 2019 May 22]. Available from: http://scholar.colorado.edu/psyc_gradetds/78.

Council of Science Editors:

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

8. N. G. Ngudle. Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape.

Degree: M.Ed, Faculty of Education, 2014, University of Fort Hare

Feedback has an important role to play in the performance of learners. This study looks to identify the challenges that the learners are faced with… (more)

Subjects/Keywords: feedback – assessment – performance.; models of feedback.; oral feedback – written feedback.

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APA (6th Edition):

Ngudle, N. G. (2014). Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape. (Masters Thesis). University of Fort Hare. Retrieved from http://hdl.handle.net/10353/d1016499

Chicago Manual of Style (16th Edition):

Ngudle, N. G.. “Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape.” 2014. Masters Thesis, University of Fort Hare. Accessed May 22, 2019. http://hdl.handle.net/10353/d1016499.

MLA Handbook (7th Edition):

Ngudle, N. G.. “Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape.” 2014. Web. 22 May 2019.

Vancouver:

Ngudle NG. Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape. [Internet] [Masters thesis]. University of Fort Hare; 2014. [cited 2019 May 22]. Available from: http://hdl.handle.net/10353/d1016499.

Council of Science Editors:

Ngudle NG. Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape. [Masters Thesis]. University of Fort Hare; 2014. Available from: http://hdl.handle.net/10353/d1016499


University of Kansas

9. Henley, Amy Jessica. An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference.

Degree: MA, Applied Behavioral Science, 2014, University of Kansas

Feedback is an effective method for increasing employee performance in a wide range of settings, although questions remain regarding the most effective characteristics of feedback.… (more)

Subjects/Keywords: Behavioral sciences; Feedback preference; Feedback sandwich; Feedback sequence; Feedback timing; Feedforward

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APA (6th Edition):

Henley, A. J. (2014). An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/14541

Chicago Manual of Style (16th Edition):

Henley, Amy Jessica. “An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference.” 2014. Masters Thesis, University of Kansas. Accessed May 22, 2019. http://hdl.handle.net/1808/14541.

MLA Handbook (7th Edition):

Henley, Amy Jessica. “An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference.” 2014. Web. 22 May 2019.

Vancouver:

Henley AJ. An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference. [Internet] [Masters thesis]. University of Kansas; 2014. [cited 2019 May 22]. Available from: http://hdl.handle.net/1808/14541.

Council of Science Editors:

Henley AJ. An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference. [Masters Thesis]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/14541


Universiteit Utrecht

10. Berg, L.M. van den; Kalkman, F.; Dragt, W.M.E. Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag).

Degree: 2013, Universiteit Utrecht

 Om de kwaliteit van het onderwijs te verhogen zijn de Hogeschool Utrecht, Universiteit Utrecht en een aantal middelbare scholen een samenwerkingsverband aangegaan. Onder de noemer… (more)

Subjects/Keywords: IVLOS; Feedback

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APA (6th Edition):

Berg, L.M. van den; Kalkman, F.; Dragt, W. M. E. (2013). Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag). (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/278868

Chicago Manual of Style (16th Edition):

Berg, L.M. van den; Kalkman, F.; Dragt, W M E. “Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag).” 2013. Masters Thesis, Universiteit Utrecht. Accessed May 22, 2019. http://dspace.library.uu.nl:8080/handle/1874/278868.

MLA Handbook (7th Edition):

Berg, L.M. van den; Kalkman, F.; Dragt, W M E. “Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag).” 2013. Web. 22 May 2019.

Vancouver:

Berg, L.M. van den; Kalkman, F.; Dragt WME. Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag). [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2019 May 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/278868.

Council of Science Editors:

Berg, L.M. van den; Kalkman, F.; Dragt WME. Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag). [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/278868


Universiteit Utrecht

11. Bijleveld, B.H.I. Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic.

Degree: 2013, Universiteit Utrecht

Subtitel: Deelonderzoek leerlingperceptie vanuit kwalitatieve analyse Deel onderzoek van het onderzoek naar de effectiviteit van de feedback cursussen onder docenten op Unic Utrecht. Dit onderzoek richt zich op de leerlingperceptie van de feedback gedrag verandering bij deze docenten. Advisors/Committee Members: van der Zande, Paul.

Subjects/Keywords: IVLOS; feedback

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APA (6th Edition):

Bijleveld, B. H. I. (2013). Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/280018

Chicago Manual of Style (16th Edition):

Bijleveld, B H I. “Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic.” 2013. Masters Thesis, Universiteit Utrecht. Accessed May 22, 2019. http://dspace.library.uu.nl:8080/handle/1874/280018.

MLA Handbook (7th Edition):

Bijleveld, B H I. “Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic.” 2013. Web. 22 May 2019.

Vancouver:

Bijleveld BHI. Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2019 May 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/280018.

Council of Science Editors:

Bijleveld BHI. Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/280018


University of Hawaii – Manoa

12. Huh, Sorin. Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2013.

In the previous research on recasts, two interesting claims have been made. First, the absence of learners' immediate… (more)

Subjects/Keywords: interactional feedback

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APA (6th Edition):

Huh, S. (2016). Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100598

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):

Huh, Sorin. “Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study.” 2016. Thesis, University of Hawaii – Manoa. Accessed May 22, 2019. http://hdl.handle.net/10125/100598.

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

MLA Handbook (7th Edition):

Huh, Sorin. “Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study.” 2016. Web. 22 May 2019.

Vancouver:

Huh S. Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 May 22]. Available from: http://hdl.handle.net/10125/100598.

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

Council of Science Editors:

Huh S. Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/100598

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


University of Arizona

13. Kahler, Elizabeth. Application of Feedback Analysis in Hydrological Modeling .

Degree: 2018, University of Arizona

Feedback analysis has been a standard element of the design of electrical systems for almost one hundred years and has been an important tool in… (more)

Subjects/Keywords: feedback; groundwater

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APA (6th Edition):

Kahler, E. (2018). Application of Feedback Analysis in Hydrological Modeling . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/628090

Chicago Manual of Style (16th Edition):

Kahler, Elizabeth. “Application of Feedback Analysis in Hydrological Modeling .” 2018. Masters Thesis, University of Arizona. Accessed May 22, 2019. http://hdl.handle.net/10150/628090.

MLA Handbook (7th Edition):

Kahler, Elizabeth. “Application of Feedback Analysis in Hydrological Modeling .” 2018. Web. 22 May 2019.

Vancouver:

Kahler E. Application of Feedback Analysis in Hydrological Modeling . [Internet] [Masters thesis]. University of Arizona; 2018. [cited 2019 May 22]. Available from: http://hdl.handle.net/10150/628090.

Council of Science Editors:

Kahler E. Application of Feedback Analysis in Hydrological Modeling . [Masters Thesis]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628090

14. Hodge, Meriem Esther. Performance feedback in organizations: understanding feedback dynamics.

Degree: PhD, Public Administration, 2015, University of Georgia

 This dissertation is comprised of three individual chapters, each of which examines different types of feedback dynamics that occur within different organizations and different sectors.… (more)

Subjects/Keywords: feedback

…EMPLOYEE FEEDBACK PREFERENCES …...8 Abstract 9… …43 vi 2 THE FEEDBACK GAP: UNDERSTANDING INDIVIDUAL FEEDBACK PERCEPTIONS AND PERCEPTUAL… …82 Conclusion .87 3 FEEDBACK PROCESSES IN THE PUBLIC, PRIVATE, AND… …Marginal Effects for Ideal Formal Feedback Frequency (Feedback Importance)… …26 Table 1.3 Marginal Effects for Ideal Informal Feedback Frequency (Feedback… 

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APA (6th Edition):

Hodge, M. E. (2015). Performance feedback in organizations: understanding feedback dynamics. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hodge_meriem_e_201505_phd

Chicago Manual of Style (16th Edition):

Hodge, Meriem Esther. “Performance feedback in organizations: understanding feedback dynamics.” 2015. Doctoral Dissertation, University of Georgia. Accessed May 22, 2019. http://purl.galileo.usg.edu/uga_etd/hodge_meriem_e_201505_phd.

MLA Handbook (7th Edition):

Hodge, Meriem Esther. “Performance feedback in organizations: understanding feedback dynamics.” 2015. Web. 22 May 2019.

Vancouver:

Hodge ME. Performance feedback in organizations: understanding feedback dynamics. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 May 22]. Available from: http://purl.galileo.usg.edu/uga_etd/hodge_meriem_e_201505_phd.

Council of Science Editors:

Hodge ME. Performance feedback in organizations: understanding feedback dynamics. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/hodge_meriem_e_201505_phd


Università della Svizzera italiana

15. Leitner, Jürgen. Towards adaptive and autonomous humanoid robots: from vision to actions.

Degree: 2014, Università della Svizzera italiana

 Although robotics research has seen advances over the last decades robots are still not in widespread use outside industrial applications. Yet a range of proposed… (more)

Subjects/Keywords: Visual feedback

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APA (6th Edition):

Leitner, J. (2014). Towards adaptive and autonomous humanoid robots: from vision to actions. (Thesis). Università della Svizzera italiana. Retrieved from http://doc.rero.ch/record/257528

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):

Leitner, Jürgen. “Towards adaptive and autonomous humanoid robots: from vision to actions.” 2014. Thesis, Università della Svizzera italiana. Accessed May 22, 2019. http://doc.rero.ch/record/257528.

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

MLA Handbook (7th Edition):

Leitner, Jürgen. “Towards adaptive and autonomous humanoid robots: from vision to actions.” 2014. Web. 22 May 2019.

Vancouver:

Leitner J. Towards adaptive and autonomous humanoid robots: from vision to actions. [Internet] [Thesis]. Università della Svizzera italiana; 2014. [cited 2019 May 22]. Available from: http://doc.rero.ch/record/257528.

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

Council of Science Editors:

Leitner J. Towards adaptive and autonomous humanoid robots: from vision to actions. [Thesis]. Università della Svizzera italiana; 2014. Available from: http://doc.rero.ch/record/257528

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


Université de Neuchâtel

16. Leonini, Lorenzo. SPLAY: a toolkit for the design and evaluation of large scale distributed systems.

Degree: 2014, Université de Neuchâtel

 Cette thèse présente SPLAY, un système intégré qui facilite la conception, le déploiement et les expérimentations des systèmes distribués à grande échelle. SPLAY couvre toutes… (more)

Subjects/Keywords: Relevance feedback

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APA (6th Edition):

Leonini, L. (2014). SPLAY: a toolkit for the design and evaluation of large scale distributed systems. (Thesis). Université de Neuchâtel. Retrieved from http://doc.rero.ch/record/210236

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):

Leonini, Lorenzo. “SPLAY: a toolkit for the design and evaluation of large scale distributed systems.” 2014. Thesis, Université de Neuchâtel. Accessed May 22, 2019. http://doc.rero.ch/record/210236.

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

MLA Handbook (7th Edition):

Leonini, Lorenzo. “SPLAY: a toolkit for the design and evaluation of large scale distributed systems.” 2014. Web. 22 May 2019.

Vancouver:

Leonini L. SPLAY: a toolkit for the design and evaluation of large scale distributed systems. [Internet] [Thesis]. Université de Neuchâtel; 2014. [cited 2019 May 22]. Available from: http://doc.rero.ch/record/210236.

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

Council of Science Editors:

Leonini L. SPLAY: a toolkit for the design and evaluation of large scale distributed systems. [Thesis]. Université de Neuchâtel; 2014. Available from: http://doc.rero.ch/record/210236

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


Open Universiteit Nederland

17. Hulsebos, Erna. Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool.

Degree: 2017, Open Universiteit Nederland

 Samenvatting Docenten besteden een groot gedeelte van hun werkzaamheden aan het corrigeren van het werk van hun leerlingen. In de literatuur wordt dit correctieve feedback(more)

Subjects/Keywords: feedback; gefocuste feedback; niet-gefocuste feedback; geschreven correctieve feedback; foutencorrectie

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APA (6th Edition):

Hulsebos, E. (2017). Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/8713

Chicago Manual of Style (16th Edition):

Hulsebos, Erna. “Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool. ” 2017. Masters Thesis, Open Universiteit Nederland. Accessed May 22, 2019. http://hdl.handle.net/1820/8713.

MLA Handbook (7th Edition):

Hulsebos, Erna. “Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool. ” 2017. Web. 22 May 2019.

Vancouver:

Hulsebos E. Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool. [Internet] [Masters thesis]. Open Universiteit Nederland; 2017. [cited 2019 May 22]. Available from: http://hdl.handle.net/1820/8713.

Council of Science Editors:

Hulsebos E. Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool. [Masters Thesis]. Open Universiteit Nederland; 2017. Available from: http://hdl.handle.net/1820/8713


Virginia Tech

18. Harding, Jonathan M. Student Perceptions of Screencasted Feedback.

Degree: MA, English, 2018, Virginia Tech

 This study addresses student perceptions of screencasted feedback compared to traditional written comments. Screencasts allow instructors to provide audio-visual feedback on a student's essay that… (more)

Subjects/Keywords: Feedback; screencasting

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APA (6th Edition):

Harding, J. M. (2018). Student Perceptions of Screencasted Feedback. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83843

Chicago Manual of Style (16th Edition):

Harding, Jonathan M. “Student Perceptions of Screencasted Feedback.” 2018. Masters Thesis, Virginia Tech. Accessed May 22, 2019. http://hdl.handle.net/10919/83843.

MLA Handbook (7th Edition):

Harding, Jonathan M. “Student Perceptions of Screencasted Feedback.” 2018. Web. 22 May 2019.

Vancouver:

Harding JM. Student Perceptions of Screencasted Feedback. [Internet] [Masters thesis]. Virginia Tech; 2018. [cited 2019 May 22]. Available from: http://hdl.handle.net/10919/83843.

Council of Science Editors:

Harding JM. Student Perceptions of Screencasted Feedback. [Masters Thesis]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83843


Angelo State University

19. Duncan, Megan Michelle. The Frequency of Feedback when Affectivity is Involved.

Degree: Masters of Science, Psychology, I/O, 2015, Angelo State University

 In this study, the role of feedback frequency and negative affectivity relating to self-efficacy, job satisfaction, and job performance was examined. In total, 148 participant… (more)

Subjects/Keywords: Feedback; Affectivity

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APA (6th Edition):

Duncan, M. M. (2015). The Frequency of Feedback when Affectivity is Involved. (Masters Thesis). Angelo State University. Retrieved from http://hdl.handle.net/2346.1/30417

Chicago Manual of Style (16th Edition):

Duncan, Megan Michelle. “The Frequency of Feedback when Affectivity is Involved.” 2015. Masters Thesis, Angelo State University. Accessed May 22, 2019. http://hdl.handle.net/2346.1/30417.

MLA Handbook (7th Edition):

Duncan, Megan Michelle. “The Frequency of Feedback when Affectivity is Involved.” 2015. Web. 22 May 2019.

Vancouver:

Duncan MM. The Frequency of Feedback when Affectivity is Involved. [Internet] [Masters thesis]. Angelo State University; 2015. [cited 2019 May 22]. Available from: http://hdl.handle.net/2346.1/30417.

Council of Science Editors:

Duncan MM. The Frequency of Feedback when Affectivity is Involved. [Masters Thesis]. Angelo State University; 2015. Available from: http://hdl.handle.net/2346.1/30417


Karlstad University

20. Parviainen, Jennie. Oral or Written? : The feedback most preferred by students of EFL.

Degree: Faculty of Arts and Education, 2008, Karlstad University

  The aim of this investigation was to find out how students react to and make use of oral and written feedback given to them… (more)

Subjects/Keywords: Feedback; assessment; correction; oral feedback; written feedback; timing of feedback; benefits from feedback

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APA (6th Edition):

Parviainen, J. (2008). Oral or Written? : The feedback most preferred by students of EFL. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3257

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):

Parviainen, Jennie. “Oral or Written? : The feedback most preferred by students of EFL.” 2008. Thesis, Karlstad University. Accessed May 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3257.

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

MLA Handbook (7th Edition):

Parviainen, Jennie. “Oral or Written? : The feedback most preferred by students of EFL.” 2008. Web. 22 May 2019.

Vancouver:

Parviainen J. Oral or Written? : The feedback most preferred by students of EFL. [Internet] [Thesis]. Karlstad University; 2008. [cited 2019 May 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3257.

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

Council of Science Editors:

Parviainen J. Oral or Written? : The feedback most preferred by students of EFL. [Thesis]. Karlstad University; 2008. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3257

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


Universiteit Utrecht

21. Jansen, K. Faalangst, Feedback en Leerprestaties.

Degree: 2015, Universiteit Utrecht

 Het doel van het huidige onderzoek was om na te gaan of kinderen in verschillende feedbackgroepen (experimentele groep ten opzichte van controlegroep) en feedbackcondities (beloning… (more)

Subjects/Keywords: Faalangst; leerprestaties; positieve feedback; negatieve feedback.

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APA (6th Edition):

Jansen, K. (2015). Faalangst, Feedback en Leerprestaties. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/322479

Chicago Manual of Style (16th Edition):

Jansen, K. “Faalangst, Feedback en Leerprestaties.” 2015. Masters Thesis, Universiteit Utrecht. Accessed May 22, 2019. http://dspace.library.uu.nl:8080/handle/1874/322479.

MLA Handbook (7th Edition):

Jansen, K. “Faalangst, Feedback en Leerprestaties.” 2015. Web. 22 May 2019.

Vancouver:

Jansen K. Faalangst, Feedback en Leerprestaties. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2019 May 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/322479.

Council of Science Editors:

Jansen K. Faalangst, Feedback en Leerprestaties. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/322479


Penn State University

22. Lee, Mei-Hua. The emergence and development of reaching in infancy.

Degree: PhD, Kinesiology, 2011, Penn State University

 The development of reaching movements is influenced by the interactions among the organism, task, and environmental constraints (Kawai, Savelsbergh, & Wimmers, 1999; Pick & Carman,… (more)

Subjects/Keywords: visual feedback; infancy; Reaching; auditory feedback

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APA (6th Edition):

Lee, M. (2011). The emergence and development of reaching in infancy. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11703

Chicago Manual of Style (16th Edition):

Lee, Mei-Hua. “The emergence and development of reaching in infancy.” 2011. Doctoral Dissertation, Penn State University. Accessed May 22, 2019. https://etda.libraries.psu.edu/catalog/11703.

MLA Handbook (7th Edition):

Lee, Mei-Hua. “The emergence and development of reaching in infancy.” 2011. Web. 22 May 2019.

Vancouver:

Lee M. The emergence and development of reaching in infancy. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2019 May 22]. Available from: https://etda.libraries.psu.edu/catalog/11703.

Council of Science Editors:

Lee M. The emergence and development of reaching in infancy. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/11703


University of Oklahoma

23. Anderson, Heather. All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking.

Degree: PhD, 2018, University of Oklahoma

 For nearly three decades, researchers have investigated a myriad of proactive behaviors in organizations, including feedback seeking. In general, feedback seeking and other forms of… (more)

Subjects/Keywords: feedback seeking; proactive behavior; ambivalent sexism; feedback

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APA (6th Edition):

Anderson, H. (2018). All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/301993

Chicago Manual of Style (16th Edition):

Anderson, Heather. “All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed May 22, 2019. http://hdl.handle.net/11244/301993.

MLA Handbook (7th Edition):

Anderson, Heather. “All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking.” 2018. Web. 22 May 2019.

Vancouver:

Anderson H. All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2019 May 22]. Available from: http://hdl.handle.net/11244/301993.

Council of Science Editors:

Anderson H. All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/301993

24. Brand, Amanda. Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning.

Degree: Science and Mathematics Education, 2015, Umeå University

  Motivation is a strong thing within ourselves as teachers and students. The TIMSS-study of 2011 shows that students in year 4 have a high… (more)

Subjects/Keywords: self-determinationsteorin; elevuppfattning; kontrollerande feedback; autonomstödjande feedback

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APA (6th Edition):

Brand, A. (2015). Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107730

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):

Brand, Amanda. “Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning.” 2015. Thesis, Umeå University. Accessed May 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107730.

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

MLA Handbook (7th Edition):

Brand, Amanda. “Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning.” 2015. Web. 22 May 2019.

Vancouver:

Brand A. Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning. [Internet] [Thesis]. Umeå University; 2015. [cited 2019 May 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107730.

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

Council of Science Editors:

Brand A. Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning. [Thesis]. Umeå University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107730

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


Uppsala University

25. Lindblom, Emma. Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag.

Degree: Business Studies, 2015, Uppsala University

  Företag och organisationer har individuella upplägg för hur de arbetar med feedback, det är inte garanterat att någon större vikt läggs vid feedback, trots… (more)

Subjects/Keywords: Feedback; Organisation; Feedback-vänligt klimat; Utvecklingssamtal

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APA (6th Edition):

Lindblom, E. (2015). Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255973

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):

Lindblom, Emma. “Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag.” 2015. Thesis, Uppsala University. Accessed May 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255973.

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

MLA Handbook (7th Edition):

Lindblom, Emma. “Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag.” 2015. Web. 22 May 2019.

Vancouver:

Lindblom E. Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag. [Internet] [Thesis]. Uppsala University; 2015. [cited 2019 May 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255973.

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

Council of Science Editors:

Lindblom E. Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag. [Thesis]. Uppsala University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255973

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

26. Nordin, Stina. Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?.

Degree: Faculty of Health and Occupational Studies, 2014, University of Gävle

Syftet med studien var att undersöka om det fanns skillnader i uppfattning av feedback (positiv, negativ och kvalité) beroende på om den kom från… (more)

Subjects/Keywords: Job satisfaction; feedback; eldercare; Arbetstillfredsställelse; feedback; äldreomsorg

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APA (6th Edition):

Nordin, S. (2014). Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?. (Thesis). University of Gävle. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17303

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):

Nordin, Stina. “Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?.” 2014. Thesis, University of Gävle. Accessed May 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17303.

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

MLA Handbook (7th Edition):

Nordin, Stina. “Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?.” 2014. Web. 22 May 2019.

Vancouver:

Nordin S. Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?. [Internet] [Thesis]. University of Gävle; 2014. [cited 2019 May 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17303.

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

Council of Science Editors:

Nordin S. Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?. [Thesis]. University of Gävle; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17303

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


Mississippi State University

27. Copeland, Elizabeth. Exploring feedback mode redundancy in handheld scanning tasks.

Degree: MS, Industrial and Systems Engineering, 2015, Mississippi State University

  This study was conducted to determine whether or not combining feedback modes resulted in improved operator performance, given a specific task and environment. A… (more)

Subjects/Keywords: handheld scanner; redundant feedback; feedback modalities

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APA (6th Edition):

Copeland, E. (2015). Exploring feedback mode redundancy in handheld scanning tasks. (Masters Thesis). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012015-102935/ ;

Chicago Manual of Style (16th Edition):

Copeland, Elizabeth. “Exploring feedback mode redundancy in handheld scanning tasks.” 2015. Masters Thesis, Mississippi State University. Accessed May 22, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012015-102935/ ;.

MLA Handbook (7th Edition):

Copeland, Elizabeth. “Exploring feedback mode redundancy in handheld scanning tasks.” 2015. Web. 22 May 2019.

Vancouver:

Copeland E. Exploring feedback mode redundancy in handheld scanning tasks. [Internet] [Masters thesis]. Mississippi State University; 2015. [cited 2019 May 22]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012015-102935/ ;.

Council of Science Editors:

Copeland E. Exploring feedback mode redundancy in handheld scanning tasks. [Masters Thesis]. Mississippi State University; 2015. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012015-102935/ ;


Rochester Institute of Technology

28. Frazier, Athena. Toward wearable pneumatic haptic devices for microscale force feedback applications.

Degree: 2010, Rochester Institute of Technology

 The addition of haptic feedback to systems and devices allows a human user to gain a more complete understanding of the remote environment they are… (more)

Subjects/Keywords: Haptic; PDMS; Pneumatic feedback; Tactile feedback

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APA (6th Edition):

Frazier, A. (2010). Toward wearable pneumatic haptic devices for microscale force feedback applications. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/4481

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):

Frazier, Athena. “Toward wearable pneumatic haptic devices for microscale force feedback applications.” 2010. Thesis, Rochester Institute of Technology. Accessed May 22, 2019. https://scholarworks.rit.edu/theses/4481.

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

MLA Handbook (7th Edition):

Frazier, Athena. “Toward wearable pneumatic haptic devices for microscale force feedback applications.” 2010. Web. 22 May 2019.

Vancouver:

Frazier A. Toward wearable pneumatic haptic devices for microscale force feedback applications. [Internet] [Thesis]. Rochester Institute of Technology; 2010. [cited 2019 May 22]. Available from: https://scholarworks.rit.edu/theses/4481.

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

Council of Science Editors:

Frazier A. Toward wearable pneumatic haptic devices for microscale force feedback applications. [Thesis]. Rochester Institute of Technology; 2010. Available from: https://scholarworks.rit.edu/theses/4481

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


University of Edinburgh

29. Murray, Laura. Iterated Learning with Human subjects: adding communication and feedback.

Degree: 2010, University of Edinburgh

 The framework pioneered by Cornish (2006) and Kirby, Cornish and Smith (2008) has opened a new door for language research with human participants in a… (more)

Subjects/Keywords: Iterated Learning,; Feedback

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Murray, L. (2010). Iterated Learning with Human subjects: adding communication and feedback. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5348

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):

Murray, Laura. “Iterated Learning with Human subjects: adding communication and feedback.” 2010. Thesis, University of Edinburgh. Accessed May 22, 2019. http://hdl.handle.net/1842/5348.

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

MLA Handbook (7th Edition):

Murray, Laura. “Iterated Learning with Human subjects: adding communication and feedback.” 2010. Web. 22 May 2019.

Vancouver:

Murray L. Iterated Learning with Human subjects: adding communication and feedback. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2019 May 22]. Available from: http://hdl.handle.net/1842/5348.

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

Council of Science Editors:

Murray L. Iterated Learning with Human subjects: adding communication and feedback. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5348

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


University of Edinburgh

30. Murray, Laura. Iterated Learning with Human subjects: adding communication and feedback.

Degree: 2010, University of Edinburgh

 The framework pioneered by Cornish (2006) and Kirby, Cornish and Smith (2008) has opened a new door for language research with human participants in a… (more)

Subjects/Keywords: Iterated Learning,; Feedback

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Murray, L. (2010). Iterated Learning with Human subjects: adding communication and feedback. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5311

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):

Murray, Laura. “Iterated Learning with Human subjects: adding communication and feedback.” 2010. Thesis, University of Edinburgh. Accessed May 22, 2019. http://hdl.handle.net/1842/5311.

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

MLA Handbook (7th Edition):

Murray, Laura. “Iterated Learning with Human subjects: adding communication and feedback.” 2010. Web. 22 May 2019.

Vancouver:

Murray L. Iterated Learning with Human subjects: adding communication and feedback. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2019 May 22]. Available from: http://hdl.handle.net/1842/5311.

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

Council of Science Editors:

Murray L. Iterated Learning with Human subjects: adding communication and feedback. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5311

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

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