Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 79-82).

Thesis (M.S.)--Wisconsin. / Includes bibliographical references (leaves 96-104).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1961. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 151-171). Available also in a digital version from Dissertation Abstracts.

Thesis (M.S.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 78-81).

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 115-119).

Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 199-216).

The primary objective of this experiment is to investigate the transition from single unit to mediation control in retardates and to compare their responses with those made by nursery, kindergarten and grammar school children. By utilizing three MA levels of retarded subjects, this transition point may be more specifically demonstrated.

Cheung, Chi Ngai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 243-250). / Abstracts in English and Chinese. / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter 1.1 --- Overarching questions of the thesis --- p.4 / Chapter 1.2 --- Study One: The block-balancing experiment --- p.5 / Chapter 1.3 --- Study Two: The probability-estimation experiment --- p.9 / Chapter CHAPTER TWO: --- LITERATURE REVIEW --- p.13 / Chapter 2.1 --- Approaches for studying conceptual development --- p.13 / Chapter 2.1.1 --- Direction of development and its implications for the study of conceptual development --- p.17 / Chapter 2.1.1.1 --- Top-down: The Adaptive Control of Thought model (The ACT model) --- p.18 / Chapter 2.1.1.2 --- Bottom-up: The Representational Redescription model (The RR model) --- p.20 / Chapter 2.2 --- The Representational Redescription model --- p.23 / Chapter 2.2.1 --- Theoretical development of the RR model --- p.23 / Chapter 2.2.2 --- The RR model in Beyond Modularity --- p.24 / Chapter 2.2.2.1 --- The role of representational redescription in development: The physics domain --- p.26 / Chapter 2.2.2.2 --- The role of representational redescription in development: The domain of mathematics --- p.29 / Chapter 2.2.2.3 --- Important concept of the RR model: development beyond behaviour mastery --- p.31 / Chapter 2.2.3 --- Remarks on the RR model and the representational redescription process --- p.35 / Chapter 2.2.4 --- Remarks on the meaning of the top-down and bottom-up directions of development --- p.36 / Chapter 2.3 --- Empirical evidence related to the RR model in the linguistic domain --- p.38 / Chapter 2.3.1 --- Support for the explicit-implicit distinction --- p.38 / Chapter 2.3.2 --- Spelling development --- p.40 / Chapter 2.4 --- Empirical evidence related to the RR model in the field of strategy development --- p.43 / Chapter 2.4.1 --- Siegler´ةs research on strategy: behavioural changes precede insights --- p.43 / Chapter 2.4.2 --- Dixon´ةs research of the representational redescription process --- p.46 / Chapter 2.5 --- Empirical evidence related to the RR model in the physics domain: The block balancing problem --- p.52 / Chapter 2.5.1 --- The original experiment --- p.52 / Chapter 2.5.2 --- Later research --- p.55 / Chapter 2.6 --- The RR model and the conceptual development of probability --- p.71 / Chapter 2.6.1 --- Piaget´ةs theory of conceptual development of probability --- p.71 / Chapter 2.6.2 --- Coexistence of the higher level and lower level representations --- p.73 / Chapter 2.6.3 --- Direction of development: Bottom-up --- p.74 / Chapter 2.7 --- The RR model and the distinction of explicit-implicit memory --- p.77 / Chapter CHAPTER THREE: --- METHOD --- p.83 / Chapter 3.1 --- Study One: The block-balancing experiment --- p.83 / Chapter 3.1.1 --- Research questions --- p.85 / Chapter 3.1.2 --- Participants --- p.86 / Chapter 3.1.3 --- Materials --- p.87 / Chapter 3.1.4 --- Design and procedure --- p.90 / Chapter 3.1.5 --- Analysis --- p.94 / Chapter 3.1.5.1 --- Behavioural performance --- p.95 / Chapter 3.1.5.2 --- Performance that demonstrates explicit understanding --- p.99 / Chapter 3.1.5.3 --- Comparison of behavioural performance and performance that demonstrates explicit understanding --- p.104 / Chapter 3.2 --- Study Two: The probability-estimation experiment --- p.108 / Chapter 3.2.1 --- Research questions --- p.109 / Chapter 3.2.2 --- Participants --- p.111 / Chapter 3.2.3 --- Materials --- p.112 / Chapter 3.2.4 --- Design and procedure --- p.116 / Chapter 3.2.4.1 --- The pretest --- p.117 / Chapter 3.2.4.2 --- The training phase --- p.120 / Chapter 3.2.4.3 --- The posttest --- p.121 / Chapter 3.2.5 --- Analysis --- p.124 / Chapter 3.2.5.1 --- Behavioural performance --- p.124 / Chapter 3.2.5.2 --- Performance that demonstrates explicit understanding --- p.126 / Chapter 3.2.5.3 --- Comparison of behavioural performance and performance that demonstrates explicit understanding --- p.132 / Chapter 3.3 --- Notes about feedback in the two experiments --- p.133 / Chapter 3.4 --- The pilot study and amendments made after the pilot study --- p.134 / Chapter CHAPTER FOUR: --- RESULTS AND DISCUSSION OF STUDY ONE --- p.138 / Chapter 4.1 --- Outline --- p.138 / Chapter 4.1.1 --- Notes on the participant code --- p.139 / Chapter 4.2 --- Behavioural performance --- p.139 / Chapter 4.2.1 --- Success Score --- p.139 / Chapter 4.2.2 --- Initial Middle Placement Score --- p.141 / Chapter 4.2.3 --- Geometric Centre Area Placement Score (GCP Score) --- p.143 / Chapter 4.2.4 --- Comparison between the three behavioural measures --- p.145 / Chapter 4.2.5 --- Behavioural pattern --- p.147 / Chapter 4.2.5.1 --- Behavioural pattern of the geometric-centre theory (BGeo) --- p.147 / Chapter 4.2.5.2 --- Behavioural pattern reflecting the naive version of the law of torque (BTorque) --- p.149 / Chapter 4.3 --- Performance that demonstrates explicit understanding --- p.150 / Chapter 4.3.1 --- Prediction Task --- p.150 / Chapter 4.3.1.1 --- Comparing the Prediction Score with the Success Score --- p.154 / Chapter 4.3.2 --- Explanation types --- p.155 / Chapter 4.4 --- Comparison of behavioural performance and performance that demonstrates explicit understanding --- p.162 / Chapter 4.4.1 --- Geometric-centre theory --- p.162 / Chapter 4.4.1.1 --- Implicit geometric-centre theory and explicit geometric-centre theory --- p.163 / Chapter 4.4.1.2 --- Implicit geometric-centre theory: level-I or El? --- p.164 / Chapter 4.4.2 --- Development from top-down and bottom-up --- p.167 / Chapter 4.4.2.1 --- Relationship between success in balancing individual blocks and the correct explanation --- p.167 / Chapter 4.4.2.2 --- Relationship between the behavioural pattern that agrees with the naive version of the law of torque and the explicit verbalization of the naive version of the law of torque --- p.170 / Chapter 4.5 --- Summary --- p.172 / Chapter 4.5.1 --- List of important findings related to the RR model --- p.172 / Chapter 4.5.2 --- List of important findings related to the age-related development of the block-balancing task --- p.175 / Chapter 4.5.3 --- Responding to key research questions in a nutshell --- p.177 / Chapter CHAPTER FIVE: --- RESULTS AND DISCUSSION OF STUDY TWO --- p.178 / Chapter 5.1 --- Outline --- p.178 / Chapter 5.1.1 --- Notes on participants' background knowledge --- p.178 / Chapter 5.2 --- Behavioural performance --- p.179 / Chapter 5.2.1 --- Overall accuracy score --- p.179 / Chapter 5.2.2 --- Pretest and posttest score --- p.182 / Chapter 5.2.3 --- Behavioural adherence of the half rule --- p.186 / Chapter 5.3 --- Performance that demonstrates explicit understanding --- p.188 / Chapter 5.3.1 --- Verbal explanations --- p.188 / Chapter 5.3.1.1 --- Explanation type F (Division/Fraction) --- p.190 / Chapter 5.3.1.2 --- Explanation type H (Half rule) --- p.192 / Chapter 5.3.1.3 --- Explanation type P (Plus minus) --- p.195 / Chapter 5.3.1.4 --- Explanation type C (Comparison) --- p.200 / Chapter 5.3.1.5 --- Explanation type L (Last question) and I (Implicit) --- p.203 / Chapter 5.3.1.6 --- Explanation type O (Others ´ؤ Idiosyncratic) --- p.205 / Chapter 5.3.2 --- Responses to the general questions after the posttest --- p.205 / Chapter 5.3.3 --- Counter suggestions in the posttest --- p.209 / Chapter 5.4 --- Comparison of behavioural performance and the performance that demonstrated explicit understanding --- p.216 / Chapter 5.4.1 --- Accuracy score of explanation type I --- p.216 / Chapter 5.4.2 --- Changes in the pretest and posttest performance of the group of 4 to 5 year olds --- p.217 / Chapter 5.4.3 --- Comparing the behavioural adherence of half rule with the performance of explanation type H --- p.219 / Chapter 5.5 --- Summary --- p.221 / Chapter 5.5.1 --- List of important findings related to the RR model --- p.221 / Chapter 5.5.2 --- List of important findings related to the age-related development of the probability-estimation task --- p.223 / Chapter 5.5.3 --- Responding to key research questions in a nutshell --- p.225 / Chapter CHAPTER SIX: --- CONCLUSION --- p.226 / Chapter 6.1 --- Summary of findings in Experiments One and Two --- p.226 / Chapter 6.1.1 --- Performance difference that reflects the distinction between implicit and explicit representations --- p.226 / Chapter 6.1.2 --- Top-down or bottom-up learning --- p.230 / Chapter 6.1.3 --- Is there a U-shaped performance curve? --- p.231 / Chapter 6.1.4 --- Other findings --- p.232 / Chapter 6.1.5 --- Summary --- p.233 / Chapter 6.2 --- Implications --- p.234 / Chapter 6.3 --- Limitations --- p.238 / Chapter 6.4 --- Suggestions for further studies --- p.240 / REFERENCES --- p.243

Thesis (M.S. in civil engineering)--Washington State University, December 2009. / Title from PDF title page (viewed on Jan. 15, 2010). "Department of Civil and Environmental Engineering." Includes bibliographical references (p. 30-31).