subject:(individual differences)

University of Georgia

1. Williams, Cristina. Individual differences in thinking styles and overconfidence.

Degree: MS, Psychology, 2002, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/williams_cristina_200208_ms

► Overconfidence is a pervasive reasoning bias and refers to unwarranted confidence in one’s knowledge or judgment. Most reasoning theories acknowledge that people reason both analytically… (more)

Subjects/Keywords: individual differences

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APA (6^th Edition):

Williams, C. (2002). Individual differences in thinking styles and overconfidence. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/williams_cristina_200208_ms

Chicago Manual of Style (16^th Edition):

Williams, Cristina. “Individual differences in thinking styles and overconfidence.” 2002. Masters Thesis, University of Georgia. Accessed November 19, 2019. http://purl.galileo.usg.edu/uga_etd/williams_cristina_200208_ms.

MLA Handbook (7^th Edition):

Williams, Cristina. “Individual differences in thinking styles and overconfidence.” 2002. Web. 19 Nov 2019.

Vancouver:

Williams C. Individual differences in thinking styles and overconfidence. [Internet] [Masters thesis]. University of Georgia; 2002. [cited 2019 Nov 19]. Available from: http://purl.galileo.usg.edu/uga_etd/williams_cristina_200208_ms.

Council of Science Editors:

Williams C. Individual differences in thinking styles and overconfidence. [Masters Thesis]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/williams_cristina_200208_ms

University of Edinburgh

2. Lawson, Mairi H. Personality Traits and Coping Styles: Predictors of dietary habits and physical activity level?.

Degree: 2008, University of Edinburgh

URL: http://hdl.handle.net/1842/2918

► Despite health intervention campaigns Department of Health (DoH) figures estimate the British public is getting more overweight (DoH, 2007). The reasons why individuals choose not… (more)

▼ Despite health intervention campaigns Department of Health (DoH) figures estimate the British public is getting more overweight (DoH, 2007). The reasons why individuals choose not to take up preventative health behaviours such as having a lower fat diet, eating five portions of fruit and vegetables a day and engaging in regular physical activity are unclear. Individual differences in personality and coping style have long been established as factors to consider in health research, however they have never been considered specifically in relation to risk factors for obesity. There is also a lack of consistency in the methods used in past studies making comparability between studies for use in designing health interventions problematic. Present research aimed to explore the efficacy of personality and coping style as predictors of diet and exercise using full scales from the Five Factor model of personality (McCrae & Costa, 1985) and the COPE inventory with added scales measuring eating and exercise as coping strategies (Carver et al, 1989; Ingledew & McDonagh, 1998). Calories from fat and fruit and vegetable consumption measures were taken from a seven-day diary in which participants recorded everything they had consumed. Daily exercise was converted into a metabolic equivalent of task (MET) score using methods taken from Godin’s Leisure Time Exercise Questionnaire (Godin & Shepherd, 1997). From previous literature it was hypothesised that the most important traits to have protective effects on health are high Conscientiousness (C) and low Neuroticism (N) (Booth-Kewley and Vickers, 1994). Higher Extraversion (E), Agreeableness (A) and Openness (O) have also all been linked with smaller, yet beneficial, effects on health behaviours linked to obesity (Lemos-Giraldez & Fidalgo-Aliste, 1997). It was additionally hypothesised that problem-focused (PF) coping, which has consistently been linked to C, would have a protective effect on health behaviours (Bermudez, 1999). Whilst avoidant coping (AV) is thought to lead to poorer diet and exercise patterns (Lindquist et al, 1997). Health behaviour measures taken from 28 participants were entered into eight separate general linear models with personality traits and coping styles as predictors. High Openness predicted that individuals were less likely to engage in exercise (F 1, 20 = 8.105, p < .05). Individuals who used problem-focused, emotion focused or used eating as a coping strategy were less likely to consume fruit and vegetables (F 1, 20 = 4.669, p < .05; F 1, 20 = 5.729, p < .05; F 1, 20 = 5.183, p < .05, respectively) whilst participants who used exercise as a coping behaviour were likely to consume more fruit and vegetables (F 1, 20 = 11.430, p < .005). No significant results were found for high C or low N as predictors of healthier diet and exercise behaviours. Tests of within-subject changes through the seven-day diary period found that there was a significant order five trend for O as a predictor of METs (F 1, 14 =13.649, p<.005, r = .494) and for A as a… Advisors/Committee Members: Weiss, Alexander.

Subjects/Keywords: Individual Differences; Health behaviours

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APA (6^th Edition):

Lawson, M. H. (2008). Personality Traits and Coping Styles: Predictors of dietary habits and physical activity level?. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2918

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

Chicago Manual of Style (16^th Edition):

Lawson, Mairi H. “Personality Traits and Coping Styles: Predictors of dietary habits and physical activity level?.” 2008. Thesis, University of Edinburgh. Accessed November 19, 2019. http://hdl.handle.net/1842/2918.

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

MLA Handbook (7^th Edition):

Lawson, Mairi H. “Personality Traits and Coping Styles: Predictors of dietary habits and physical activity level?.” 2008. Web. 19 Nov 2019.

Vancouver:

Lawson MH. Personality Traits and Coping Styles: Predictors of dietary habits and physical activity level?. [Internet] [Thesis]. University of Edinburgh; 2008. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/1842/2918.

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

Council of Science Editors:

Lawson MH. Personality Traits and Coping Styles: Predictors of dietary habits and physical activity level?. [Thesis]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/2918

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

University of Edinburgh

3. McFarlane, Henriett A. Time perception: paradigms, methods, target duration and individual differences.

Degree: 2008, University of Edinburgh

URL: http://hdl.handle.net/1842/2906

► The present study assessed the role of the time judgement paradigms of prospective and retrospective durations, the length of durations and the effects of the… (more)

Subjects/Keywords: time perception; individual differences

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APA (6^th Edition):

McFarlane, H. A. (2008). Time perception: paradigms, methods, target duration and individual differences. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2906

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

Chicago Manual of Style (16^th Edition):

McFarlane, Henriett A. “Time perception: paradigms, methods, target duration and individual differences.” 2008. Thesis, University of Edinburgh. Accessed November 19, 2019. http://hdl.handle.net/1842/2906.

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

MLA Handbook (7^th Edition):

McFarlane, Henriett A. “Time perception: paradigms, methods, target duration and individual differences.” 2008. Web. 19 Nov 2019.

Vancouver:

McFarlane HA. Time perception: paradigms, methods, target duration and individual differences. [Internet] [Thesis]. University of Edinburgh; 2008. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/1842/2906.

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

Council of Science Editors:

McFarlane HA. Time perception: paradigms, methods, target duration and individual differences. [Thesis]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/2906

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

University of Ontario Institute of Technology

4. Markovich, Louise. Examining students??? attitudes toward blended learning in adult literacy and basic skills programs.

Degree: 2016, University of Ontario Institute of Technology

URL: http://hdl.handle.net/10155/647

► Literacy and Basic Skills (LBS) programs offer adult learners, with low literacy and basic skills, opportunities to improve employment skills and pre-requisite courses for entrance… (more)

Subjects/Keywords: Blended learning; Success; Individual differences

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APA (6^th Edition):

Markovich, L. (2016). Examining students??? attitudes toward blended learning in adult literacy and basic skills programs. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/647

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

Chicago Manual of Style (16^th Edition):

Markovich, Louise. “Examining students??? attitudes toward blended learning in adult literacy and basic skills programs.” 2016. Thesis, University of Ontario Institute of Technology. Accessed November 19, 2019. http://hdl.handle.net/10155/647.

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

MLA Handbook (7^th Edition):

Markovich, Louise. “Examining students??? attitudes toward blended learning in adult literacy and basic skills programs.” 2016. Web. 19 Nov 2019.

Vancouver:

Markovich L. Examining students??? attitudes toward blended learning in adult literacy and basic skills programs. [Internet] [Thesis]. University of Ontario Institute of Technology; 2016. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/10155/647.

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

Council of Science Editors:

Markovich L. Examining students??? attitudes toward blended learning in adult literacy and basic skills programs. [Thesis]. University of Ontario Institute of Technology; 2016. Available from: http://hdl.handle.net/10155/647

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

The Ohio State University

5. Rim, Hye Bin. Maximizing, Satisficing and Their Impacts on Decision-Making Behaviors.

Degree: PhD, Psychology, 2012, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1354579940

► When making a decision, some individuals have a strong desire towards maximizing decisional outcomes (i.e., maximizing tendency), while others tend to aim for satisfactory outcomes… (more)

▼ When making a decision, some individuals have a strong desire towards maximizing decisional outcomes (i.e., maximizing tendency), while others tend to aim for satisfactory outcomes that meet acceptability thresholds (i.e., satisficing tendency). This study is designed to extend the research on individual differences in maximizing and satisficing tendencies. In particular, the purpose of this research is twofold, which includes assessing the construct validity of the Maximization Inventory (MI) and exploring the impact of maximizing versus satisficing tendencies on one’s decision-making behaviors, in particular information acquisition and processing.To evaluate the construct validity of the MI scores empirically, the MI scores were examined with respect to their ability to predict the amount of effort participants exerted during decision-making (Study 1) and their degree of confidence in decision outcomes (Study 1 and 2). Additionally, the relationships between maximizing, satisficing, and decision-making behaviors were investigated in an experience-based gambling task (Study 1), a binary choice task (Study 2), and decision-making competence task (Study 3). Study results provide empirical evidence that the MI scores possess satisfactory construct validity. Additionally, findings from Study 1 and 2 indicate that maximizers tend to search for a large amount of information and to interpret the information conservatively. Maximizers’ information processing style, in turn, moderates the size of the decision-experience gap (Study 1) and the degree of information distortion present during the choice process (Study 2). The results from Study 3 suggest that neither maximizing nor satisficing are significantly related to one’s decision-making competence, defined as the ability to follow normative standards of optimal decision-making processes. Findings from the present research suggest that individual differences in the tendencies to maximize and satisfice significantly impact one’s decision-making behavior. Implications of the research results and unanswered questions for future research are discussed. Advisors/Committee Members: Nygren, Thomas (Advisor).

Subjects/Keywords: Psychology; Maximizing; Satisficing; Individual differences

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APA (6^th Edition):

Rim, H. B. (2012). Maximizing, Satisficing and Their Impacts on Decision-Making Behaviors. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1354579940

Chicago Manual of Style (16^th Edition):

Rim, Hye Bin. “Maximizing, Satisficing and Their Impacts on Decision-Making Behaviors.” 2012. Doctoral Dissertation, The Ohio State University. Accessed November 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354579940.

MLA Handbook (7^th Edition):

Rim, Hye Bin. “Maximizing, Satisficing and Their Impacts on Decision-Making Behaviors.” 2012. Web. 19 Nov 2019.

Vancouver:

Rim HB. Maximizing, Satisficing and Their Impacts on Decision-Making Behaviors. [Internet] [Doctoral dissertation]. The Ohio State University; 2012. [cited 2019 Nov 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1354579940.

Council of Science Editors:

Rim HB. Maximizing, Satisficing and Their Impacts on Decision-Making Behaviors. [Doctoral Dissertation]. The Ohio State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1354579940

Penn State University

6. Shih, Shin-I. Individual differences in regret: the mediating role of counterfactual thinking.

Degree: MS, Psychology, 2010, Penn State University

URL: https://etda.libraries.psu.edu/catalog/10839

► Despite the fact that certain personality types may be more or less prone to experience regret, individual differences have not received adequate attention in the… (more)

Subjects/Keywords: regret; counterfactual thinking; Individual differences

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APA (6^th Edition):

Shih, S. (2010). Individual differences in regret: the mediating role of counterfactual thinking. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10839

Chicago Manual of Style (16^th Edition):

Shih, Shin-I. “Individual differences in regret: the mediating role of counterfactual thinking.” 2010. Masters Thesis, Penn State University. Accessed November 19, 2019. https://etda.libraries.psu.edu/catalog/10839.

MLA Handbook (7^th Edition):

Shih, Shin-I. “Individual differences in regret: the mediating role of counterfactual thinking.” 2010. Web. 19 Nov 2019.

Vancouver:

Shih S. Individual differences in regret: the mediating role of counterfactual thinking. [Internet] [Masters thesis]. Penn State University; 2010. [cited 2019 Nov 19]. Available from: https://etda.libraries.psu.edu/catalog/10839.

Council of Science Editors:

Shih S. Individual differences in regret: the mediating role of counterfactual thinking. [Masters Thesis]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/10839

University of Debrecen

7. Országh, Viktória. Affecting factors in language learning .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/163763

► In my thesis I intend to deal with personality and individual differences, language aptitude, family background, self-motivation and motivation, anxiety and creativity, and the difference… (more)

Subjects/Keywords: psychology; affecting factors; individual differences

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APA (6^th Edition):

Országh, V. (2013). Affecting factors in language learning . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/163763

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

Chicago Manual of Style (16^th Edition):

Országh, Viktória. “Affecting factors in language learning .” 2013. Thesis, University of Debrecen. Accessed November 19, 2019. http://hdl.handle.net/2437/163763.

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

MLA Handbook (7^th Edition):

Országh, Viktória. “Affecting factors in language learning .” 2013. Web. 19 Nov 2019.

Vancouver:

Országh V. Affecting factors in language learning . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/2437/163763.

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

Council of Science Editors:

Országh V. Affecting factors in language learning . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/163763

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

Washington University in St. Louis

8. Jang, Daisung. Negotiation in All Its Phases: Theory and Data on Behavior Before, During, and After Bargaining.

Degree: PhD, Business Administration, 2016, Washington University in St. Louis

URL: https://openscholarship.wustl.edu/art_sci_etds/817

► Negotiation consists of a sequence of activities that occur before, during, and after the bargaining process of exchanging offers and counteroffers (Geertz, 1978; Williams,… (more)

▼ Negotiation consists of a sequence of activities that occur before, during, and after the bargaining process of exchanging offers and counteroffers (Geertz, 1978; Williams, 1985; Zartman & Berman, 1983). It is a central process in many social contexts, especially those that involve exchange of goods or resources or redefining patterns of interdependence, such as when making sales, or business acquisitions. Because of its importance in social life, expert practitioners and social scientists have been attempting to investigate and understand this process for a very long time. The resulting prescriptive theories of negotiation serve to guide the thoughts and actions of negotiators who follow the advice contained within. The first aim of this dissertation is to examine those prescriptive theories, in particular the prescriptive theories generated using social science methods. Such theories are used in the training of students in business schools, and so are influential in shaping the thoughts and actions of business professionals. But such theories may be incomplete, as some critics have noted that research focuses around the bargaining aspect of negotiations (Barley, 1991; Pruitt & Carnevale, 1993). Although those comments were based on narrative reviews of the literature, they pose important reflexive and practical questions. Was the organizational research on negotiation focused too narrowly on measuring only one aspect of negotiations? To address this question, I conduct two studies in Chapter 1. In Study 1, I aim to systematically examine empirical research on negotiations, to formally test Barley and Pruitt and Carnevales hypothesis. In Study 2, I compare prescriptive theories generated from social scientific research to prescriptive theories generated by experts in different domains of practice, in order to test whether prescriptions generated using social science focus on bargaining aspects as compared to prescriptions generated by experts in a variety of social contexts, such as mergers and acquisitions, sales, and law enforcement. Preliminary evidence in these studies provide support for the hypotheses; results for Study 1 suggest social scientific research on negotiations overwhelmingly measures behavior in the bargaining aspect of negotiation, and results in Study 2 suggest a significant concentration of advice in the bargaining phase of negotiation in books authored by social scientists as compared to expert practitioners. Although much has been learned by studying the bargaining process, many consequential negotiation behaviors that occur before and after the bargaining process have been left largely unexamined. For example, diplomats report spending 75% of their time in preparation for negotiations (Zartman, 2006). Poor performance following mergers and acquisitions have inspired books that solely target the post-merger integration process (e.g., After the Merger: Managing the Shockwaves; Pritchett, 2014). Few methods exist to measure behavior in pre- and post- bargaining phases.… Advisors/Committee Members: William Hillary Anger P. Bottom Elfenbein, Andrew P. Knight, Michael J. Strube, Andrea Schneider.

Subjects/Keywords: Individual differences; Negotiation theory

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

APA (6^th Edition):

Jang, D. (2016). Negotiation in All Its Phases: Theory and Data on Behavior Before, During, and After Bargaining. (Doctoral Dissertation). Washington University in St. Louis. Retrieved from https://openscholarship.wustl.edu/art_sci_etds/817

Chicago Manual of Style (16^th Edition):

Jang, Daisung. “Negotiation in All Its Phases: Theory and Data on Behavior Before, During, and After Bargaining.” 2016. Doctoral Dissertation, Washington University in St. Louis. Accessed November 19, 2019. https://openscholarship.wustl.edu/art_sci_etds/817.

MLA Handbook (7^th Edition):

Jang, Daisung. “Negotiation in All Its Phases: Theory and Data on Behavior Before, During, and After Bargaining.” 2016. Web. 19 Nov 2019.

Vancouver:

Jang D. Negotiation in All Its Phases: Theory and Data on Behavior Before, During, and After Bargaining. [Internet] [Doctoral dissertation]. Washington University in St. Louis; 2016. [cited 2019 Nov 19]. Available from: https://openscholarship.wustl.edu/art_sci_etds/817.

Council of Science Editors:

Jang D. Negotiation in All Its Phases: Theory and Data on Behavior Before, During, and After Bargaining. [Doctoral Dissertation]. Washington University in St. Louis; 2016. Available from: https://openscholarship.wustl.edu/art_sci_etds/817

Cornell University

9. Yu, Yue. Copy The Means Or Copy The Goal: Individual Differences And Developmental Changes In Young Children’S Imitative Behavior .

Degree: 2015, Cornell University

URL: http://hdl.handle.net/1813/41051

► For young children, imitation serves both a learning role to gain knowledge and skills, and a social role to connect with people. Research on young… (more)

▼ For young children, imitation serves both a learning role to gain knowledge and skills, and a social role to connect with people. Research on young children's imitative behavior has presented a dilemma: On one hand infants and young children engage in goaldirected imitation, in which they selectively copy the model's goal, or actions that are necessary for achieving the goal. On the other hand they engage in faithful imitation or "overimitation", in which they also copy the exact manner of actions, or actions that are apparently unnecessary for achieving the goal. In this dissertation I approach this dilemma from an individual difference perspective. Two cohorts of children (N = 48) visited the lab on 3 occasions. Each time, children were tested on two types of imitation tasks, as well as tasks measuring other aspects of development. Parents filled out questionnaires about their children. Results from children's three visit showed stable individual differences in children's imitative behavior both within and between different types of tasks. Correlations between imitation measurements revealed two factors: one for goal-directed imitation and one for means-directed imitation. These two factors are correlated but also distinctive: goal-directed imitation is associated with children's general developmental level, Theory-of-Mind and prosocial behavior at 24 and 30 months; means-directed imitation is associated with children's executive functioning and normative reasoning at 36 months. In terms of developmental trajectory, there is a significant increase in means-directed imitation between 30 and 36 months of age, which coincide with an increase in children's normative reasoning. These results are discussed in terms of their implications for understanding children's social learning mechanisms, and also in terms of continuity in individual differences among infants and young children. Advisors/Committee Members: Robertson,Steven S (committeeMember), Booth,James (committeeMember), Casasola,Marianella (committeeMember).

Subjects/Keywords: imitation; individual differences; social learning

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APA (6^th Edition):

Yu, Y. (2015). Copy The Means Or Copy The Goal: Individual Differences And Developmental Changes In Young Children’S Imitative Behavior . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/41051

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

Chicago Manual of Style (16^th Edition):

Yu, Yue. “Copy The Means Or Copy The Goal: Individual Differences And Developmental Changes In Young Children’S Imitative Behavior .” 2015. Thesis, Cornell University. Accessed November 19, 2019. http://hdl.handle.net/1813/41051.

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

MLA Handbook (7^th Edition):

Yu, Yue. “Copy The Means Or Copy The Goal: Individual Differences And Developmental Changes In Young Children’S Imitative Behavior .” 2015. Web. 19 Nov 2019.

Vancouver:

Yu Y. Copy The Means Or Copy The Goal: Individual Differences And Developmental Changes In Young Children’S Imitative Behavior . [Internet] [Thesis]. Cornell University; 2015. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/1813/41051.

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

Council of Science Editors:

Yu Y. Copy The Means Or Copy The Goal: Individual Differences And Developmental Changes In Young Children’S Imitative Behavior . [Thesis]. Cornell University; 2015. Available from: http://hdl.handle.net/1813/41051

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

University of Houston

10. Roberts, Zachary. The Effects of Proactive Personality, Collectivism, and Conscientiousness on Training Motivation.

Degree: Psychology, Department of, 2016, University of Houston

URL: http://hdl.handle.net/10657/3173

► Given the growing value placed on personal initiative at work, increasingly diverse workforce, and mixed conclusions about trainee conscientiousness, it is imperative to examine how… (more)

Subjects/Keywords: Training Motivation; Individual Differences

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APA (6^th Edition):

Roberts, Z. (2016). The Effects of Proactive Personality, Collectivism, and Conscientiousness on Training Motivation. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3173

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

Chicago Manual of Style (16^th Edition):

Roberts, Zachary. “The Effects of Proactive Personality, Collectivism, and Conscientiousness on Training Motivation.” 2016. Thesis, University of Houston. Accessed November 19, 2019. http://hdl.handle.net/10657/3173.

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

MLA Handbook (7^th Edition):

Roberts, Zachary. “The Effects of Proactive Personality, Collectivism, and Conscientiousness on Training Motivation.” 2016. Web. 19 Nov 2019.

Vancouver:

Roberts Z. The Effects of Proactive Personality, Collectivism, and Conscientiousness on Training Motivation. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/10657/3173.

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

Council of Science Editors:

Roberts Z. The Effects of Proactive Personality, Collectivism, and Conscientiousness on Training Motivation. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/3173

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

University of Illinois – Urbana-Champaign

11. Sugimura, Niwako. Individual Differences in Reactions to Peer Victimization: The Moderating Role of Temperament and Sex.

Degree: MA, 0338, 2010, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/14650

► This study examined whether temperamental traits and sex moderate the effects of peer victimization on children’s adjustment over a year to identify factors that put… (more)

Subjects/Keywords: temperament; peer victimization; Individual Differences

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APA (6^th Edition):

Sugimura, N. (2010). Individual Differences in Reactions to Peer Victimization: The Moderating Role of Temperament and Sex. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/14650

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

Chicago Manual of Style (16^th Edition):

Sugimura, Niwako. “Individual Differences in Reactions to Peer Victimization: The Moderating Role of Temperament and Sex.” 2010. Thesis, University of Illinois – Urbana-Champaign. Accessed November 19, 2019. http://hdl.handle.net/2142/14650.

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

MLA Handbook (7^th Edition):

Sugimura, Niwako. “Individual Differences in Reactions to Peer Victimization: The Moderating Role of Temperament and Sex.” 2010. Web. 19 Nov 2019.

Vancouver:

Sugimura N. Individual Differences in Reactions to Peer Victimization: The Moderating Role of Temperament and Sex. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/2142/14650.

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

Council of Science Editors:

Sugimura N. Individual Differences in Reactions to Peer Victimization: The Moderating Role of Temperament and Sex. [Thesis]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/14650

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

Ohio University

12. Smith, Stephanie M. Implicit Theories of Intelligence as a Moderator of the Relationship between Experience-Taking and Performance.

Degree: PhD, Social Sciences (Arts and Sciences), 2017, Ohio University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1488469384127714

► Experience-taking is the process by which readers merge with a character in a narrative. Via this process, readers lose awareness of self and surroundings and… (more)

▼ Experience-taking is the process by which readers merge with a character in a narrative. Via this process, readers lose awareness of self and surroundings and adopt the character’s perspective, including thoughts, attitudes, and behaviors. Previous research has demonstrated an association between engaging in experience-taking with a successful character and increased performance in a similar evaluative domain. The current studies sought to investigate a potential moderator of this relationship, specifically, implicit theories of intelligence, or the different ways individuals view the stability (e.g., entity theorists) or malleability (e.g., incremental theorists) of intelligence. In Study 1,participants read a narrative about a character who expressed either entity or incremental beliefs and then subsequently performed successfully on a verbal task. Participants then reported their engagement in experience-taking and their confidence and motivation to perform well on a similar task. Results indicated that entity theorists were significantly less likely to engage in experience-taking than incremental theorists. In addition, entity theorists that did engage in experience-taking reported a greater ability to relate to the feelings of the character than those who did not engage in experience-taking. Study 2 used a similar design as Study 1 except I eliminated the manipulation regarding the character’s belief and instead, the ending was manipulated such that the character experienced either success or failure at the task. Results again showed that entity theorists were significantly less likely to engage in experience-taking than incremental theorists. In addition, there was a significant three-way interaction of condition (success vs. failure), entity beliefs, and experience-taking in predicting motivation. Finally, for Study 3, participants read the same basic narrative without any manipulation and completed a task like the one completed by the character. As in Studies 1 and 2, entity theorists were significantly less likely to engage in experience-taking than incremental theorists. However, experience-taking did not significantly predict performance and entity beliefs and perceived verbal ability did not interact to predict experience-taking, ashypothesized. Discussion focuses on both the theoretical and practical implications of the association between implicit theories of intelligence and experience-taking. Advisors/Committee Members: Markman, Keith (Advisor), Alicke, Mark (Committee Chair).

Subjects/Keywords: Psychology; Psychology; Narratives; Individual Differences

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APA (6^th Edition):

Smith, S. M. (2017). Implicit Theories of Intelligence as a Moderator of the Relationship between Experience-Taking and Performance. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1488469384127714

Chicago Manual of Style (16^th Edition):

Smith, Stephanie M. “Implicit Theories of Intelligence as a Moderator of the Relationship between Experience-Taking and Performance.” 2017. Doctoral Dissertation, Ohio University. Accessed November 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1488469384127714.

MLA Handbook (7^th Edition):

Smith, Stephanie M. “Implicit Theories of Intelligence as a Moderator of the Relationship between Experience-Taking and Performance.” 2017. Web. 19 Nov 2019.

Vancouver:

Smith SM. Implicit Theories of Intelligence as a Moderator of the Relationship between Experience-Taking and Performance. [Internet] [Doctoral dissertation]. Ohio University; 2017. [cited 2019 Nov 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1488469384127714.

Council of Science Editors:

Smith SM. Implicit Theories of Intelligence as a Moderator of the Relationship between Experience-Taking and Performance. [Doctoral Dissertation]. Ohio University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1488469384127714

University of New South Wales

13. King, Gabrielle. Individual Differences in Rate of Extinction and Relapse.

Degree: Psychology, 2018, University of New South Wales

URL: http://handle.unsw.edu.au/1959.4/60221 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:51259/SOURCE2?view=true

► The current challenge in treating anxiety disorders is not how to reduce fear, but how to reduce relapse. In this thesis I aimed to gain… (more)

▼ The current challenge in treating anxiety disorders is not how to reduce fear, but how to reduce relapse. In this thesis I aimed to gain insight into the processes underpinning relapse, which might further our treatment of anxiety disorders. Using a rodent model I first examined whether individual differences in the rate of extinction are associated with vulnerability to relapse (Chapter 3). I found that when tested under “mild” relapse conditions Slow Extinguishers showed relapse but Fast Extinguisher did not. Interestingly, it is not the case that Fast Extinguishers fail to ever exhibit relapse of fear following extinction training as both Fast and Slow Extinguishers showed comparable, high-levels of relapse when tested under “strong” relapse conditions. In other words, I found that Slow Extinguishers are more vulnerable to relapse than Fast Extinguishers. Next, I examined the molecular basis of these individual differences in rate of extinction (Chapter 4). I measured NR1, NR2A, NR2B, TrkB, pTrkB, BDNF, and cFos protein levels in the PFC, amygdala, and hippocampus, and, in general, there was a surprising lack of difference between Fast and Slow Extinguishers with most of these signals. However, there was some indication of a difference between Fast and Slow Extinguishers in NMDA receptor protein levels. To further explore this potential difference in NMDA receptors between Fast and Slow Extinguishers I then examined whether a partial NMDA receptor agonist, d-cycloserine (DCS), differentially affected relapse in the two conditions (Chapter 5). I consistently found that while DCS reduced relapse for Fast Extinguishers, it had minimal effects on reducing relapse for Slow Extinguishers. Individually, these Chapters address issues about reconciling mixed findings in the literature about relapse, the targeted delivery of relapse prevention strategies, methodological considerations of Western Blotting, and factors which influence the effectiveness of DCS in enhancing extinction/exposure therapy. Taken together, the experiments presented in this thesis highlight that there is value in considering individual differences and raise questions about how the processes involved in extinction might differ for Fast and Slow Extinguishers, the implications this might have for other tasks, and the importance of improving and developing strategies for relapse prevention. Advisors/Committee Members: Richardson, Rick, Psychology, Faculty of Science, UNSW, Graham, Bronwyn, Psychology, Faculty of Science, UNSW.

Subjects/Keywords: D-cycloserine; Individual differences; Extinction

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APA (6^th Edition):

King, G. (2018). Individual Differences in Rate of Extinction and Relapse. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/60221 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:51259/SOURCE2?view=true

Chicago Manual of Style (16^th Edition):

King, Gabrielle. “Individual Differences in Rate of Extinction and Relapse.” 2018. Doctoral Dissertation, University of New South Wales. Accessed November 19, 2019. http://handle.unsw.edu.au/1959.4/60221 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:51259/SOURCE2?view=true.

MLA Handbook (7^th Edition):

King, Gabrielle. “Individual Differences in Rate of Extinction and Relapse.” 2018. Web. 19 Nov 2019.

Vancouver:

King G. Individual Differences in Rate of Extinction and Relapse. [Internet] [Doctoral dissertation]. University of New South Wales; 2018. [cited 2019 Nov 19]. Available from: http://handle.unsw.edu.au/1959.4/60221 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:51259/SOURCE2?view=true.

Council of Science Editors:

King G. Individual Differences in Rate of Extinction and Relapse. [Doctoral Dissertation]. University of New South Wales; 2018. Available from: http://handle.unsw.edu.au/1959.4/60221 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:51259/SOURCE2?view=true

14. Borella, Erika. Reading comprehension, working memory and inhibition: a lifespan perspective.

Degree: 2006, Université de Genève

URL: http://doc.rero.ch/record/5987

► L'influence de la mémoire de travail (MdT), de l'inhibition et de la vitesse de traitement est souvent évoquée pour rendre compte des différences d'âge et… (more)

Subjects/Keywords: individual differences

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APA (6^th Edition):

Borella, E. (2006). Reading comprehension, working memory and inhibition: a lifespan perspective. (Thesis). Université de Genève. Retrieved from http://doc.rero.ch/record/5987

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

Chicago Manual of Style (16^th Edition):

Borella, Erika. “Reading comprehension, working memory and inhibition: a lifespan perspective.” 2006. Thesis, Université de Genève. Accessed November 19, 2019. http://doc.rero.ch/record/5987.

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

MLA Handbook (7^th Edition):

Borella, Erika. “Reading comprehension, working memory and inhibition: a lifespan perspective.” 2006. Web. 19 Nov 2019.

Vancouver:

Borella E. Reading comprehension, working memory and inhibition: a lifespan perspective. [Internet] [Thesis]. Université de Genève; 2006. [cited 2019 Nov 19]. Available from: http://doc.rero.ch/record/5987.

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

Council of Science Editors:

Borella E. Reading comprehension, working memory and inhibition: a lifespan perspective. [Thesis]. Université de Genève; 2006. Available from: http://doc.rero.ch/record/5987

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

Vanderbilt University

15. Sunday, Mackenzie Ann. Behavioral and neural correlates of domain-general object recognition ability.

Degree: PhD, Psychology, 2019, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-05142019-104005/ ;

► Recent research has found evidence of a domain-general object recognition ability, called o, which is distinct from general intelligence and other cognitive and personality constructs.… (more)

Subjects/Keywords: object recognition; individual differences; fMRI

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APA (6^th Edition):

Sunday, M. A. (2019). Behavioral and neural correlates of domain-general object recognition ability. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-05142019-104005/ ;

Chicago Manual of Style (16^th Edition):

Sunday, Mackenzie Ann. “Behavioral and neural correlates of domain-general object recognition ability.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed November 19, 2019. http://etd.library.vanderbilt.edu/available/etd-05142019-104005/ ;.

MLA Handbook (7^th Edition):

Sunday, Mackenzie Ann. “Behavioral and neural correlates of domain-general object recognition ability.” 2019. Web. 19 Nov 2019.

Vancouver:

Sunday MA. Behavioral and neural correlates of domain-general object recognition ability. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2019 Nov 19]. Available from: http://etd.library.vanderbilt.edu/available/etd-05142019-104005/ ;.

Council of Science Editors:

Sunday MA. Behavioral and neural correlates of domain-general object recognition ability. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://etd.library.vanderbilt.edu/available/etd-05142019-104005/ ;

University of Dundee

16. Murzyn, Ewa. Individual differences in visual memory, imagery style and media experience and their effect on the visual qualities of dreams.

Degree: PhD, 2010, University of Dundee

URL: http://hdl.handle.net/10588/ef2087ce-c49c-410f-8c12-2b51e06be7e4

► The aim of this research thesis was to investigate whether there are any cognitive factors that might influence reported dream colour. This question was prompted… (more)

▼ The aim of this research thesis was to investigate whether there are any cognitive factors that might influence reported dream colour. This question was prompted by the existence of a period of time in the early 20th century when the majority of people reported having greyscale dreams, and coloured dreaming was treated as an anomaly. On the level of individual differences, age, visual imagery abilities and memory for colour were singled out as the potential contributors to reports of greyscale television and the changes in the methodology of research were preliminarily identified as the possible causes of the historical trends in the colour of dreams, and the first empirical studies in this thesis address these issues. Subsequent studies explored the role of visual imagery ability, and individual differences in cognitive representation and memory in determining the reporting of colour in dreams. Overall a total of seven studies are reported The range of methods employed in these studies was diverse and required the development of new measures of colour memory and visual imagery. Some studies employed diaries to gather dream data and allowed cross-sectional (e.g. age) or cross-cultural comparisons. Others were more laboratory-based and explored data concerning visual memory and imagery performance with diverse dependent measures (e.g. response time data). In addition these studies involved the development of a novel coding scheme for visual dream content. While it was impossible to decisively support or disprove the idea that greyscale dream reports reflect genuine dream experiences, the research carried out for this thesis provided many fascinating insights into the factors that determine how we dream and how we report our dreams, highlighting the role of our cognitive abilities and preferences. Moreover, the studies have uncovered novel ways in which visual imagery preferences shape how we remember and report our experiences. The implications of these findings are important not just for the methodology of dream research, but for the whole field of cognitive and applied psychology

Subjects/Keywords: Dreams; Dreaming; Mental imagery; Individual differences; Memory

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APA (6^th Edition):

Murzyn, E. (2010). Individual differences in visual memory, imagery style and media experience and their effect on the visual qualities of dreams. (Doctoral Dissertation). University of Dundee. Retrieved from http://hdl.handle.net/10588/ef2087ce-c49c-410f-8c12-2b51e06be7e4

Chicago Manual of Style (16^th Edition):

Murzyn, Ewa. “Individual differences in visual memory, imagery style and media experience and their effect on the visual qualities of dreams.” 2010. Doctoral Dissertation, University of Dundee. Accessed November 19, 2019. http://hdl.handle.net/10588/ef2087ce-c49c-410f-8c12-2b51e06be7e4.

MLA Handbook (7^th Edition):

Murzyn, Ewa. “Individual differences in visual memory, imagery style and media experience and their effect on the visual qualities of dreams.” 2010. Web. 19 Nov 2019.

Vancouver:

Murzyn E. Individual differences in visual memory, imagery style and media experience and their effect on the visual qualities of dreams. [Internet] [Doctoral dissertation]. University of Dundee; 2010. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/10588/ef2087ce-c49c-410f-8c12-2b51e06be7e4.

Council of Science Editors:

Murzyn E. Individual differences in visual memory, imagery style and media experience and their effect on the visual qualities of dreams. [Doctoral Dissertation]. University of Dundee; 2010. Available from: http://hdl.handle.net/10588/ef2087ce-c49c-410f-8c12-2b51e06be7e4

University of Utah

17. Seegmiller, Janelle Kim. Individual differences in susceptibility to inattentional blindness.

Degree: MS;, Psychology;, 2010, University of Utah

URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1993/rec/637

► Inattentional blindness (IB) refers to the finding that people do not always see what appears in their gaze. Though IB affects large percentages of people,… (more)

Subjects/Keywords: Inattentional blindness; Individual differences; Working memory capacity

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APA (6^th Edition):

Seegmiller, J. K. (2010). Individual differences in susceptibility to inattentional blindness. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1993/rec/637

Chicago Manual of Style (16^th Edition):

Seegmiller, Janelle Kim. “Individual differences in susceptibility to inattentional blindness.” 2010. Masters Thesis, University of Utah. Accessed November 19, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1993/rec/637.

MLA Handbook (7^th Edition):

Seegmiller, Janelle Kim. “Individual differences in susceptibility to inattentional blindness.” 2010. Web. 19 Nov 2019.

Vancouver:

Seegmiller JK. Individual differences in susceptibility to inattentional blindness. [Internet] [Masters thesis]. University of Utah; 2010. [cited 2019 Nov 19]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1993/rec/637.

Council of Science Editors:

Seegmiller JK. Individual differences in susceptibility to inattentional blindness. [Masters Thesis]. University of Utah; 2010. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1993/rec/637

University of Edinburgh

18. Bell, Sophie. Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation.

Degree: 2010, University of Edinburgh

URL: http://hdl.handle.net/1842/4971

► The objective of the current study was to explore the relationships between student satisfaction, personality and motivation. Satisfaction and importance ratings across the entire university… (more)

Subjects/Keywords: student satisfaction; personality; motivation; individual differences

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APA (6^th Edition):

Bell, S. (2010). Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/4971

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

Chicago Manual of Style (16^th Edition):

Bell, Sophie. “Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation.” 2010. Thesis, University of Edinburgh. Accessed November 19, 2019. http://hdl.handle.net/1842/4971.

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

MLA Handbook (7^th Edition):

Bell, Sophie. “Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation.” 2010. Web. 19 Nov 2019.

Vancouver:

Bell S. Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/1842/4971.

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

Council of Science Editors:

Bell S. Individual Differences in Student Satisfaction: An Investigation of Personality and Motivation. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/4971

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

Texas A&M University

19. Thompson, Rebecca. Title Flexible Work Arrangements: Attraction to Flextime, Flexplace, or Both?.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10601

► Flexible work arrangements (FWAs) are widely implemented in organizations today. Yet very little information exists about why individuals are attracted to organizations that offer FWAs.… (more)

▼ Flexible work arrangements (FWAs) are widely implemented in organizations today. Yet very little information exists about why individuals are attracted to organizations that offer FWAs. The purpose of the current study was to tease apart the influence of the dimensions of FWAs: flextime and flexplace (both structural and perceived), as well as the combination of the two on organizational attraction and anticipated organizational support. Individual difference variables that have the potential to impact individuals? attraction to organizations that offer FWAs were also examined as moderating variables. The mediating effect of anticipated organizational support was also examined. Upper level undergraduate students (N = 190) participated in a 3x3 within-subjects experiment in which they rated nine hypothetical organizations that varied in flextime and flexplace. Results from multilevel analysis indicated that significant variance in organizational attraction as well as anticipated organizational support is attributable to the type of work arrangement offered (both flexibility in time and place), with flextime having a stronger effect than flexplace. Contrary to expectation, effects were independent; there was not a significant interaction between flextime and flexplace. The relationship between (both structural and perceived) flexplace and organizational attraction was stronger for individuals who prefer to integrate their work and nonwork roles. Additionally, the relationship between (both structural and perceived) flextime and organizational attraction was stronger for individuals who reported a stronger need for medical treatment. Finally, the relationship between perceived flextime and organizational attraction as well as the relationship between perceived flexplace and organizational attraction were stronger for those who reported more role demands. Contrary to expectation, sociability did not moderate the flexplace-organizational attraction/anticipated organizational support relationships. Limitations and future directions for research on FWAs are discussed. Advisors/Committee Members: Payne, Stephanie C. (advisor), Arthur, Jr., Winfred (committee member), Taylor, Aaron (committee member), Barrick, Murray (committee member).

Subjects/Keywords: Flexible Work Arrangements; Organizational Attraction; Individual Differences

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APA (6^th Edition):

Thompson, R. (2012). Title Flexible Work Arrangements: Attraction to Flextime, Flexplace, or Both?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10601

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

Chicago Manual of Style (16^th Edition):

Thompson, Rebecca. “Title Flexible Work Arrangements: Attraction to Flextime, Flexplace, or Both?.” 2012. Thesis, Texas A&M University. Accessed November 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10601.

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

MLA Handbook (7^th Edition):

Thompson, Rebecca. “Title Flexible Work Arrangements: Attraction to Flextime, Flexplace, or Both?.” 2012. Web. 19 Nov 2019.

Vancouver:

Thompson R. Title Flexible Work Arrangements: Attraction to Flextime, Flexplace, or Both?. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10601.

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

Council of Science Editors:

Thompson R. Title Flexible Work Arrangements: Attraction to Flextime, Flexplace, or Both?. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10601

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

20. Dalrymple-Alford, Joseph. Does vocabulary knowledge influence speech recognition in adverse listening conditions?.

Degree: Communication Disorders, 2014, University of Canterbury

URL: http://hdl.handle.net/10092/9334

► Purpose: To investigate the effects of vocabulary, working memory, age, semantic context, and signal-to-noise-ratio (SNR) on speech recognition in adverse conditions (multitalker babble) in normal-hearing… (more)

▼ Purpose: To investigate the effects of vocabulary, working memory, age, semantic context, and signal-to-noise-ratio (SNR) on speech recognition in adverse conditions (multitalker babble) in normal-hearing listeners aged 18-35. First, a general hypothesis was tested that listeners with larger receptive vocabularies would be more accurate at recognising speech in noise than listeners with more limited receptive vocabularies, even when target stimuli are words with high lexical frequency. A second more specific hypothesis was that the vocabulary would be predictive of speech recognition accuracy when the signal was moderately degraded, but not mildly or severely degraded. Method: 80 sentences with a high (HP) or low (LP) degree of semantic predictability (40 HP and 40 LP) were recorded from a male speaker of NZ English. These sentences were used as experimental target stimuli, and presented in multitalker babble at four SNRs: -8, -4, 0 and 4 dB SNR. Thirty-five participants (11 males and 24 females, aged 18 to 35), with puretone hearing thresholds of 15 dB HL or better, completed the Peabody Picture Vocabulary Test (PPVT) and the Wechsler Adult Intelligence Scale (WAIS) vocabulary subtest, the WAIS working memory subtests, and the experimental listening task in which they were required to repeat back the target sentences. Results: There was considerable variability between listeners in speech recognition performance, in terms of percent words accurately recognised overall (M = 45.8%; SD = 7.4) and for both HP (M = 54.4%; SD = 9.8) and LP (M = 35%; SD = 8.9) conditions. Hierarchical multiple regression analyses revealed that receptive (PPVT) and productive (WAIS) vocabulary knowledge, but not working memory, contributed 8 significant variance to listeners’ speech recognition scores overall and in both the HP and LP conditions. Further regression analyses at individual SNR levels showed that receptive vocabulary contributed significant variance to listening recognition scores in all predictability and SNR conditions except the most favourable (HP stimuli at 4 dB SNR) and least favourable (LP stimuli at -8 dB SNR) listening conditions. Working memory and age were not significantly related to overall listening score, HP listening score, or LP listening score, but age did contribute significant variance in the - 4dB SNR LP condition. Conclusion: The results provide further evidence that greater vocabulary knowledge is associated with improved speech recognition in adverse conditions. This effect was salient in mid-range adverse listening conditions, but was not apparent in highly favourable and extremely poor listening conditions. The results were interpreted to suggest that in moderately adverse listening conditions listeners with larger lexicons may be better able to exploit redundancies and/or intelligible ‘glimpses’ in the speech signal.

Subjects/Keywords: adverse listening conditions; vocabulary; listening; individual differences

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APA (6^th Edition):

Dalrymple-Alford, J. (2014). Does vocabulary knowledge influence speech recognition in adverse listening conditions?. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/9334

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

Chicago Manual of Style (16^th Edition):

Dalrymple-Alford, Joseph. “Does vocabulary knowledge influence speech recognition in adverse listening conditions?.” 2014. Thesis, University of Canterbury. Accessed November 19, 2019. http://hdl.handle.net/10092/9334.

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

MLA Handbook (7^th Edition):

Dalrymple-Alford, Joseph. “Does vocabulary knowledge influence speech recognition in adverse listening conditions?.” 2014. Web. 19 Nov 2019.

Vancouver:

Dalrymple-Alford J. Does vocabulary knowledge influence speech recognition in adverse listening conditions?. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/10092/9334.

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

Council of Science Editors:

Dalrymple-Alford J. Does vocabulary knowledge influence speech recognition in adverse listening conditions?. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/9334

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

Univerzitet u Beogradu

21. Bjekić, Jovana I., 1988-. Stilističke i sadržinske karakteristike verbalne produkcije kao indikatori bazične strukture ličnosti.

Degree: Filozofski fakultet, 2016, Univerzitet u Beogradu

URL: https://fedorabg.bg.ac.rs/fedora/get/o:13033/bdef:Content/get

►

Psihologija - Opšta psihologija / Individualne razlike i psihometrija / Psychology - General psychology / Individual differences and psychometrics

Ideja o verbalnoj produkciji kao izvoru… (more)

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Psihologija - Opšta psihologija / Individualne razlike i psihometrija / Psychology - General psychology / Individual differences and psychometrics

Ideja o verbalnoj produkciji kao izvoru informacija o ličnosti osobe nije nova. Ipak, tek poslednjih godina ovo pitanje dobija svoje prve empirijske provere unutar paradigme automatske analize verbalne produkcije na nivou pojedinačnih reči, prevashodno kroz upotrebu programa LIWC, sa jedne i Petofaktorskog modela ličnosti, sa druge strane. Ranija istraţivanja produkovala su relativno nekonzistentne nalaze o odnosu li;nosti i verbalne produkcije i otvorila mnogobrojna metodološka i koncepualna pitanja. Predmet ovog rada je bila identifikacija objektivno merljivih sadrţinskih i stilističkih aspekata verbalne produkcije koji predstavljaju dobre markere bazičnih dimenzija ličnosti. Kako bi se o karakteristikama verbalne produkcije moglo govoriti kao o varijablama individualnih razlika, prvo je proverena vremenska stabilnost jezičkih kategorija, a zatim i odnos verbalne produkcije i ličnosnih varijabli. Podaci o verbalnoj produkciji u zadatku Tok misli, zajedno sa trenutnim emotivnim stanjem ispitanika prikupljeni su u deset ekvidistantnih vremenskih tačaka tokom perioda od dva meseca. Podaci o bazičnoj strukturi ličnosti prikupljeni su upitničkom metodom na osnovu samoizveštaja i procene od strane bliskih drugih. Pored dimenzija diefinisanih Petofaktorskim modelom (Neuroticizam, Ekstraverzija, Otvorenost, Saradljivost, Savesnost), u ovo istraţivanje uključeni su i bazičene crte Dezintegracije i Amorala. Analiza verbalne produkcije izvršena pomoću programa za automatsku analizu teksta LIWCser. Rezultati su pokazali da je prosečna kros-vrmenska stabilnost LIWCser kategorija umerena (ICCM=.609), te da su mere verbalne produkcije relativno pouzdane ukoliko su izvedene iz većeg broja posmatranja. Ipak, koeficijenti kros-vremenske stabilnosti za pojedinačne kategorije kreću se u rasponu od .245 do .967. Najkonzistentniji aspekti verbalne produkcije osobe su formalne karakteristike teksta, učestale lingvističke i krupne psihološke kategorije. U pogledu odnosa verbalne produkcije i bazične strukture ličnosti, replikovan je najveći broj robusnih nalaza ranijih istraţivanja. Ipak, zbog kros-jezičkih razlika pojedine veze su izostale, što ukazuje na vaţnost kos-kulturalne i kros-jezičke eksploracije ovog problema. Korelacije izmeĎu pojedinačnih kategorija verbalne produkcije i bazičnih dimenzija ličnosti očekivanog su smera imajući u vidu ranija istraţivanja, kao i prirodu datih dimenzija. Dodatno, korelacije su sličnog intenziteta bilo da se radi o podacima o ličnosti prikupljenim metodom samoizveštaja ili metodom procene od strane bliskih drugih (.15 – .30). Nalazi ovog istraţivanja govore u prilog tome da je verbalna produkcija bogat izvor informacija o osobi i da analiza specifičnih karakteristika jezika pod adekvatnim uslovima ima potencijal da bude značajna dopuna postojećim metodama za prikupljenje informacija kako o trenutnom stanju, tako i o stabilnim karakteristikama osobe.

Advisors/Committee Members: Knežević, Goran, 1964-.

Subjects/Keywords: verbal production; personality traits; individual differences; LIWC

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APA (6^th Edition):

Bjekić, Jovana I., 1. (2016). Stilističke i sadržinske karakteristike verbalne produkcije kao indikatori bazične strukture ličnosti. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:13033/bdef:Content/get

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

Chicago Manual of Style (16^th Edition):

Bjekić, Jovana I., 1988-. “Stilističke i sadržinske karakteristike verbalne produkcije kao indikatori bazične strukture ličnosti.” 2016. Thesis, Univerzitet u Beogradu. Accessed November 19, 2019. https://fedorabg.bg.ac.rs/fedora/get/o:13033/bdef:Content/get.

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

MLA Handbook (7^th Edition):

Bjekić, Jovana I., 1988-. “Stilističke i sadržinske karakteristike verbalne produkcije kao indikatori bazične strukture ličnosti.” 2016. Web. 19 Nov 2019.

Vancouver:

Bjekić, Jovana I. 1. Stilističke i sadržinske karakteristike verbalne produkcije kao indikatori bazične strukture ličnosti. [Internet] [Thesis]. Univerzitet u Beogradu; 2016. [cited 2019 Nov 19]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:13033/bdef:Content/get.

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

Council of Science Editors:

Bjekić, Jovana I. 1. Stilističke i sadržinske karakteristike verbalne produkcije kao indikatori bazične strukture ličnosti. [Thesis]. Univerzitet u Beogradu; 2016. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:13033/bdef:Content/get

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

Universiteit Utrecht

22. Tolboom, S.J. Individual differences in processing temporarily ambiguous quantifiers.

Degree: 2012, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/256085

► In previous research, individual differences have been found in quantifier interpretation. When people are asked to complete sentences such as “Four flowers were put in… (more)

▼ In previous research, individual differences have been found in quantifier interpretation. When people are asked to complete sentences such as “Four flowers were put in the vase. Three…”, most people prefer a subset reading for the second sentence, i.e. a reading in which “three” refers to three of the four flowers that were mentioned previously. However, in studies on quantifier processing, only a subgroup of readers have shown effects that are associated with revision, when the quantifier of the second sentence in the sequence was not compatible with the preferred subset reading (i.e. larger than the first). This subgroup of readers was characterized by their performance on comprehension statements that followed the sentence sequences in the quantifier processing study: Poor comprehenders did show a revision effect, while Good comprehenders did not. We replicated a self-paced reading study of quantifier interpretation designed by Kaan, Alcocer, Barkley and Dallas (2007) and compared Poor and Good comprehenders on language and reading ability (as measured by the Shipley vocabulary task), working memory (as measured by an operation span and a reading span task) and attention (as measured by a situational motivation questionnaire). These measures were hypothesized to be factors in performance on the quantifier interpretation task by modulating reading comprehension and/or commitment to a particular reading of the sentence. Differences between Poor and Good comprehenders existed on tasks of working memory and language ability, but not on motivation. Unexpectedly, the best predictor of accuracy on the comprehension statements was the distracter task used in the operation span task. This distracter task involved the verification of simple math problems of the form “Is (8 : 2) – 3 = 1 ?”. However, performance on this equation verification task was not found to be related specifically to the interpretation of the quantities mentioned in the sentences, but was associated with general comprehension of the sentence sequences. This suggested that individual differences in quantifier interpretation were related to general cognitive capacities such as working memory and language skills. Advisors/Committee Members: Kaan, E., Wijnen, F.N.K..

Subjects/Keywords: quantifier; discourse; self-paced reading; individual differences

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

APA (6^th Edition):

Tolboom, S. J. (2012). Individual differences in processing temporarily ambiguous quantifiers. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/256085

Chicago Manual of Style (16^th Edition):

Tolboom, S J. “Individual differences in processing temporarily ambiguous quantifiers.” 2012. Masters Thesis, Universiteit Utrecht. Accessed November 19, 2019. http://dspace.library.uu.nl:8080/handle/1874/256085.

MLA Handbook (7^th Edition):

Tolboom, S J. “Individual differences in processing temporarily ambiguous quantifiers.” 2012. Web. 19 Nov 2019.

Vancouver:

Tolboom SJ. Individual differences in processing temporarily ambiguous quantifiers. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2019 Nov 19]. Available from: http://dspace.library.uu.nl:8080/handle/1874/256085.

Council of Science Editors:

Tolboom SJ. Individual differences in processing temporarily ambiguous quantifiers. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/256085

Cornell University

23. Misyak, Jennifer. Empirically Bridging Individual Differences Across Statistical Learning And Language .

Degree: 2012, Cornell University

URL: http://hdl.handle.net/1813/31052

► Statistical learning-the process of extracting patterns from distributional properties of the input-has been proposed as a key mechanism for acquiring knowledge of the probabilistic dependencies… (more)

▼ Statistical learning-the process of extracting patterns from distributional properties of the input-has been proposed as a key mechanism for acquiring knowledge of the probabilistic dependencies intrinsic to linguistic structure. While such a view would predict that greater sensitivity to statistical structure should lead to better language performance, this theoretical assumption has rarely been tested empirically. Accordingly, the work presented in this thesis is among the first to establish empirical links between statistical learning and language through the framework of studying individual differences. Contrary to assumptions that incidental learning abilities are invariant across individuals, the first smallscale individual-differences study reported systematic differences in statistical learning among normal adults, which were substantially correlated with broad cognitive measures, including language comprehension. In two subsequent studies, a novel experimental paradigm (the AGLSRT; Misyak, Christiansen, & Tomblin) was used to probe for within-subjects associations between individual differences in statistical learning and online sentence processing. The findings point to an overall positive relationship between individual differences in the statistical learning of adjacent or ii nonadjacent dependencies and learners' processing for corresponding types of structures occurring in natural language (such as for local and long-distance dependencies entailed by subject-object relatives and subject-verb agreement sentences). However, the complexity of the pattern of interrelations observed throughout the three studies also suggests that language and statistical learning may be related in more intricate, and sometimes counterintuitive, ways than traditionally supposed. Through discussion of theoretical implications, it is claimed that future efforts to empirically bridge together differences in statistical learning with variations in language should aid in elucidating further the broad perceptual-cognitive processes upon which statistical learning and language mechanisms may commonly supervene. iii Advisors/Committee Members: Spivey, Michael James (committeeMember), Goldstein, Michael H. (committeeMember), Pizarro, David A. (committeeMember).

Subjects/Keywords: statistical learning; language processing; individual differences

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APA (6^th Edition):

Misyak, J. (2012). Empirically Bridging Individual Differences Across Statistical Learning And Language . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/31052

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

Chicago Manual of Style (16^th Edition):

Misyak, Jennifer. “Empirically Bridging Individual Differences Across Statistical Learning And Language .” 2012. Thesis, Cornell University. Accessed November 19, 2019. http://hdl.handle.net/1813/31052.

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

MLA Handbook (7^th Edition):

Misyak, Jennifer. “Empirically Bridging Individual Differences Across Statistical Learning And Language .” 2012. Web. 19 Nov 2019.

Vancouver:

Misyak J. Empirically Bridging Individual Differences Across Statistical Learning And Language . [Internet] [Thesis]. Cornell University; 2012. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/1813/31052.

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

Council of Science Editors:

Misyak J. Empirically Bridging Individual Differences Across Statistical Learning And Language . [Thesis]. Cornell University; 2012. Available from: http://hdl.handle.net/1813/31052

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

Georgia State University

24. Latu, Ioana M. Reducing Automatic Stereotype Activation: Mechanisms and Moderators of Situational Attribution Training.

Degree: PhD, Psychology, 2010, Georgia State University

URL: https://scholarworks.gsu.edu/psych_diss/72

► Individuals tend to underestimate situational causes and overly rely on trait causes in explaining negative behaviors of outgroup members, a tendency named the ultimate… (more)

▼ Individuals tend to underestimate situational causes and overly rely on trait causes in explaining negative behaviors of outgroup members, a tendency named the ultimate attribution error (Pettigrew, 1979). This attributional pattern is directly related to stereotyping, because attributing negative behaviors to internal, stable causes tends to perpetuate negative stereotypes of outgroup members. Recent research on implicit bias reduction revealed that circumventing individuals’ tendency to engage in the ultimate attribution error led to reduced stereotyping. More specifically, training White participants to consider situational factors in determining Blacks’ negative stereotypic behaviors led to decreased automatic stereotype activation. This technique was named Situational Attribution Training (Stewart, Latu, Kawakami, & Myers, 2010). In the current studies, I investigated the mechanisms and moderators of Situational Attribution Training. In Study 1, I investigated the effect of training on spontaneous situational inferences. Findings revealed that training did not increase spontaneous situational inferences: both training and control participants showed evidence of spontaneous situational inferences. In Study 2, I investigated whether correcting trait inferences by taking into account situational factors has become automatic after training. In addition, explicit prejudice, motivations to control prejudice, and cognitive complexity variables (need for cognition, personal need for structure) were investigated as moderators of training success. These findings revealed that Situational Attribution Training works best for individuals high in need for cognition, under conditions of no cognitive load, but not high cognitive load. Training increased implicit bias for individuals high in modern racism, regardless of their cognitive load. Possible explanations of these findings were discussed, including methodological limitations and theoretical implications. Advisors/Committee Members: Tracie L. Stewart.

Subjects/Keywords: Stereotyping; Stereotype reduction; Automaticity; Individual differences; Psychology

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APA (6^th Edition):

Latu, I. M. (2010). Reducing Automatic Stereotype Activation: Mechanisms and Moderators of Situational Attribution Training. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_diss/72

Chicago Manual of Style (16^th Edition):

Latu, Ioana M. “Reducing Automatic Stereotype Activation: Mechanisms and Moderators of Situational Attribution Training.” 2010. Doctoral Dissertation, Georgia State University. Accessed November 19, 2019. https://scholarworks.gsu.edu/psych_diss/72.

MLA Handbook (7^th Edition):

Latu, Ioana M. “Reducing Automatic Stereotype Activation: Mechanisms and Moderators of Situational Attribution Training.” 2010. Web. 19 Nov 2019.

Vancouver:

Latu IM. Reducing Automatic Stereotype Activation: Mechanisms and Moderators of Situational Attribution Training. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2019 Nov 19]. Available from: https://scholarworks.gsu.edu/psych_diss/72.

Council of Science Editors:

Latu IM. Reducing Automatic Stereotype Activation: Mechanisms and Moderators of Situational Attribution Training. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/psych_diss/72

Bowling Green State University

25. Pui, Shuang-Yueh. The Role of Individual Differences in the Job Choice Process.

Degree: PhD, Psychology/Industrial-Organizational, 2010, Bowling Green State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276347815

► Job choice process research focuses on how job seekers make judgments and decisions regarding job positions. A job seeker can use one of two main… (more)

Subjects/Keywords: Psychology; individual differences; job choice; decision strategy

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APA (6^th Edition):

Pui, S. (2010). The Role of Individual Differences in the Job Choice Process. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276347815

Chicago Manual of Style (16^th Edition):

Pui, Shuang-Yueh. “The Role of Individual Differences in the Job Choice Process.” 2010. Doctoral Dissertation, Bowling Green State University. Accessed November 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276347815.

MLA Handbook (7^th Edition):

Pui, Shuang-Yueh. “The Role of Individual Differences in the Job Choice Process.” 2010. Web. 19 Nov 2019.

Vancouver:

Pui S. The Role of Individual Differences in the Job Choice Process. [Internet] [Doctoral dissertation]. Bowling Green State University; 2010. [cited 2019 Nov 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276347815.

Council of Science Editors:

Pui S. The Role of Individual Differences in the Job Choice Process. [Doctoral Dissertation]. Bowling Green State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276347815

Miami University

26. Carlson, Krista D. The Impact of Working Memory Capacity on Category Learning.

Degree: MA, Psychology, 2009, Miami University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=miami1260204364

► The current study investigated the influence of working memory (WM) capacity on ability to learn rule-based (RB) and information-integration (II) categories. Using stimuli varying on… (more)

Subjects/Keywords: Psychology; Working memory; Category Learning; Individual Differences

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APA (6^th Edition):

Carlson, K. D. (2009). The Impact of Working Memory Capacity on Category Learning. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1260204364

Chicago Manual of Style (16^th Edition):

Carlson, Krista D. “The Impact of Working Memory Capacity on Category Learning.” 2009. Masters Thesis, Miami University. Accessed November 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1260204364.

MLA Handbook (7^th Edition):

Carlson, Krista D. “The Impact of Working Memory Capacity on Category Learning.” 2009. Web. 19 Nov 2019.

Vancouver:

Carlson KD. The Impact of Working Memory Capacity on Category Learning. [Internet] [Masters thesis]. Miami University; 2009. [cited 2019 Nov 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1260204364.

Council of Science Editors:

Carlson KD. The Impact of Working Memory Capacity on Category Learning. [Masters Thesis]. Miami University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1260204364

Louisiana State University

27. Boudreaux, Emily Olinde. Individual Differences and Memory Aging Concerns of Older Adults.

Degree: PhD, Psychology, 2010, Louisiana State University

URL: etd-08112010-134702 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1373

► The present research was designed to address two issues with respect to the self-reported memory functioning of older adults. The first issue concerns older adults’… (more)

Subjects/Keywords: cognitive aging; older adults; individual differences

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APA (6^th Edition):

Boudreaux, E. O. (2010). Individual Differences and Memory Aging Concerns of Older Adults. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-08112010-134702 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1373

Chicago Manual of Style (16^th Edition):

Boudreaux, Emily Olinde. “Individual Differences and Memory Aging Concerns of Older Adults.” 2010. Doctoral Dissertation, Louisiana State University. Accessed November 19, 2019. etd-08112010-134702 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1373.

MLA Handbook (7^th Edition):

Boudreaux, Emily Olinde. “Individual Differences and Memory Aging Concerns of Older Adults.” 2010. Web. 19 Nov 2019.

Vancouver:

Boudreaux EO. Individual Differences and Memory Aging Concerns of Older Adults. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2019 Nov 19]. Available from: etd-08112010-134702 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1373.

Council of Science Editors:

Boudreaux EO. Individual Differences and Memory Aging Concerns of Older Adults. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-08112010-134702 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1373

Louisiana State University

28. Horn, Rebecca Ann. Single or Dual Resources: The Role of Working Memory in Syntactic Processing.

Degree: PhD, Psychology, 2015, Louisiana State University

URL: etd-04132015-125534 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4072

► Within the field of psycholinguistics there are those who argue for a close relationship between working memory capacity (WMC) and syntactic processing (Just and Carpenter,… (more)

▼ Within the field of psycholinguistics there are those who argue for a close relationship between working memory capacity (WMC) and syntactic processing (Just and Carpenter, 1992) and those who argue that there is no such relationship (Waters and Caplan, 1996b; 2004). Despite years of research, empirical data has yet to settle this disagreement, perhaps because a number of methodological differences between studies from each side make direct comparisons of data nearly impossible. The current study was designed to partially replicate three previous studies using their own experimental sentence types in a self-paced word-by-word reading paradigm in order to examine the effects of several methodological factors, including judgment type and object-relative clause construction, on performance in the syntactic processing task. In Experiment 1 we used Just and Carpenter’s (1992) true/false judgment and found data theoretically consistent with their main results which supported a relationship between WMC and syntactic processing, but only for sentence sets constructed in the manner of Waters and Caplan (1996b; 2004). In Experiment 2 we used Waters and Caplan’s (1996b; 2004) acceptability judgment with the same stimulus sets and found no support for a WMC-syntactic processing relationship. Finally, in Experiment 3 we used a grammaticality judgment with the same stimulus sets and once again found no support for a WMC-syntactic processing relationship. Together, the results of all three experiments suggest that a number of methodological factors that have been previously considered irrelevant in the syntactic processing task in fact produce significant changes in the results that in turn alter the conclusions drawn. In particular, we found evidence that judgment type can alter overall reading times, suggesting that task demands may cause participants to alter their processing strategies in the task. Our results also illustrate that the pattern of results can depend largely upon the method of object-relative clause construction used for the task.

Subjects/Keywords: reading comprehension; individual differences; domain-general resources

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APA (6^th Edition):

Horn, R. A. (2015). Single or Dual Resources: The Role of Working Memory in Syntactic Processing. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04132015-125534 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4072

Chicago Manual of Style (16^th Edition):

Horn, Rebecca Ann. “Single or Dual Resources: The Role of Working Memory in Syntactic Processing.” 2015. Doctoral Dissertation, Louisiana State University. Accessed November 19, 2019. etd-04132015-125534 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4072.

MLA Handbook (7^th Edition):

Horn, Rebecca Ann. “Single or Dual Resources: The Role of Working Memory in Syntactic Processing.” 2015. Web. 19 Nov 2019.

Vancouver:

Horn RA. Single or Dual Resources: The Role of Working Memory in Syntactic Processing. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2019 Nov 19]. Available from: etd-04132015-125534 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4072.

Council of Science Editors:

Horn RA. Single or Dual Resources: The Role of Working Memory in Syntactic Processing. [Doctoral Dissertation]. Louisiana State University; 2015. Available from: etd-04132015-125534 ; https://digitalcommons.lsu.edu/gradschool_dissertations/4072

University of California – San Diego

29. Tran, Randy. Incidental Learning and Explicit Knowledge.

Degree: Psychology, 2017, University of California – San Diego

URL: http://www.escholarship.org/uc/item/0t44j90m

► In skill acquisition, use of predictive relationships are needed to perform optimally and are assumed to be acquired independently of awareness. In three chapters, I… (more)

Subjects/Keywords: Cognitive psychology; individual differences; knowledge; learning; memory

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APA (6^th Edition):

Tran, R. (2017). Incidental Learning and Explicit Knowledge. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/0t44j90m

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

Chicago Manual of Style (16^th Edition):

Tran, Randy. “Incidental Learning and Explicit Knowledge.” 2017. Thesis, University of California – San Diego. Accessed November 19, 2019. http://www.escholarship.org/uc/item/0t44j90m.

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

MLA Handbook (7^th Edition):

Tran, Randy. “Incidental Learning and Explicit Knowledge.” 2017. Web. 19 Nov 2019.

Vancouver:

Tran R. Incidental Learning and Explicit Knowledge. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Nov 19]. Available from: http://www.escholarship.org/uc/item/0t44j90m.

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

Council of Science Editors:

Tran R. Incidental Learning and Explicit Knowledge. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/0t44j90m

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

30. Boyd, Ryan Lee. To Be or Not To Be: An Empirical Test of English Prime as Theory.

Degree: MS, Psychology, 2012, North Dakota State University

URL: http://hdl.handle.net/10365/26556

► English Prime is a language prescription advocating the abolition of all forms of the verb “to be” from usage. Such benefits of a “to be”-less… (more)

Subjects/Keywords: Individual differences; Language and languages; English prime

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APA (6^th Edition):

Boyd, R. L. (2012). To Be or Not To Be: An Empirical Test of English Prime as Theory. (Masters Thesis). North Dakota State University. Retrieved from http://hdl.handle.net/10365/26556

Chicago Manual of Style (16^th Edition):

Boyd, Ryan Lee. “To Be or Not To Be: An Empirical Test of English Prime as Theory.” 2012. Masters Thesis, North Dakota State University. Accessed November 19, 2019. http://hdl.handle.net/10365/26556.

MLA Handbook (7^th Edition):

Boyd, Ryan Lee. “To Be or Not To Be: An Empirical Test of English Prime as Theory.” 2012. Web. 19 Nov 2019.

Vancouver:

Boyd RL. To Be or Not To Be: An Empirical Test of English Prime as Theory. [Internet] [Masters thesis]. North Dakota State University; 2012. [cited 2019 Nov 19]. Available from: http://hdl.handle.net/10365/26556.

Council of Science Editors:

Boyd RL. To Be or Not To Be: An Empirical Test of English Prime as Theory. [Masters Thesis]. North Dakota State University; 2012. Available from: http://hdl.handle.net/10365/26556

Open Access Theses and Dissertations