Thesis (Ph. D.)--University of Pennsylvania, 1940. / "Important bibliographical references": 34-36.

Thesis (M. Ph.)--University of Wisconsin--Madison, 1943. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 19).

Theses--University of Michigan. / Thesis statement on label mounted on t.p. "1946 Delta Pi Epsilon research award." "Selected bibliography": p. 71-72.

Published also as Thesis (Ph. D.)--Columbia University, 1922. / Bibliography: p. 59-60.

Thesis (M.S.)--University of Wisconsin--Madison, 1972. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (D. Min.)--Western Conservative Baptist Seminary, 1988. / Bibliography: leaves 480-507.

Thesis--Catholic Univ. of America. / Bibliography: p. 55-57.

An investigation was conducted to determine if the performance and learning of a pursuit rotor skill was a function of practice schedule and initial ability level. Two groups of 30 subjects each were given two consecutive days of practice, with 22 and 20 trials respectively, on the pursuit rotor under different schedules of practice. The performance score of the massed practice group (30 secs. work, 5 secs. rest) was found to be significantly lower than that of the distributed practice group (30 secs. work, 30 secs. rest) on the first day of practice. However, after 24 hours of interpolated rest, both groups were statistically equal in terms of the amount learned. A further analysis of the first day's performance scores of the 10 high initial ability and the 10 low initial ability subjects from each of the two main groups found no differential effect of practice schedule attributable to initial ability level. Further, there was no significant ability levels by practice schedules interaction for learning. However, reminiscence was found to be related to ability level as low ability subjects reminisced significantly more than high ability subjects. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

Approved for public release; distribution is unlimited / This thesis analyzes the Academic Review Process (ARP) at the Hospital Corps "A" School, specifically focusing on how it is working and the criteria of the Academic Review Board. This was accomplished by analyzing a data spreadsheet of students that went through the ARP in 2003 and a survey randomly administered to a general student sample in January 2004. The study identified and analyzed the perceptions of students, instructor staff, and headquarters staff in the evaluation of the processes; analyzed a student data set by cross-referencing the recommendation and final disposition results of those that entered the ARP; and developed a cost framework for the command and future researchers to help determine the effectiveness of the process. The report includes recommendations for improving the ARP process. / Lieutenant, United States Navy