- About
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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 501 to 510 of 4069 (0.101 seconds)Spelling suggestions: "subject:"elifferences"" "subject:"5differences""
| 501 |
The emergence of group interaction in early childhoodParnass, Jodi January 1995 (has links)
No description available.
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| 502 |
Characteristics associated with group versus dyadic interaction in boys and girlsTricerri, María F. January 1997 (has links)
No description available.
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| 503 |
Gender differences in responses to differential outcomesLinders, Lisa M. January 2003 (has links)
No description available.
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| 504 |
Sex differences in children's play : boys' and girls' responses to vulnerabilityDel Bianco, Réjeanne January 1996 (has links)
No description available.
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| 505 |
The relationship of attention to comprehension and metacomprehension processesWong, Aaron Y 07 August 2020 (has links)
During reading, readers engage in comprehension and metacognitive processes. When problems in integrating the current information with the situation model occur, readers tend to make regressions—backward eye movements—to find information in prior text to resolve the problem (Schotter et al., 2014). Prior research suggests that cues related to regressions are used when making metacomprehension judgments. The usage of these cues may be influenced by a person’s ability to attend to comprehension processes during reading. The current study examined the relationship between comprehension and metacomprehension processes by using regressions as a measure of online monitoring. Experiment 1 examined how attention to end-of-sentence regressions affected the usage of cues related to regressions. During reading, participants heard tones when an end-of-sentence regression was made, random tones, or did not hear tones. Participants in the random tone condition were less likely to use cues related to regressions than participants that did not hear any tones. Experiment 2 examined how awareness of comprehension difficulties and working memory affected the usage of cues related to regressions when making metacomprehension judgments. During reading, participants performed a secondary task that influenced the ability to attend to comprehension processes. Participants also completed working memory tasks. Participants in the distracted condition were less likely to use cues related to regressions than participants in the control condition. In addition, participants with low attentional control were more likely to use cues related to regressions than participants with high attentional control. The findings suggest that attention to comprehension processes and working memory play an important role in the relationship between comprehension and metacomprehension.
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| 506 |
Staying With a Partner Who Cheats: The Influence of Gender and Relationship Dynamics on Adolescents' Tolerance of InfidelityFlanigan, Christine M. 28 June 2007 (has links)
No description available.
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| 507 |
The Role of Individual Differences in the Job Choice ProcessPui, Shuang-Yueh 04 August 2010 (has links)
No description available.
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| 508 |
THE RELATIONSHIP BETWEEN A SUPERVISOR’S GENDER AND JOB SATISFACTION OF FEMALE SCHOOL PSYCHOLOGISTSWheeler, Paige Louise 19 April 2005 (has links)
No description available.
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| 509 |
The Impact of Working Memory Capacity on Category LearningCarlson, Krista D. 14 December 2009 (has links)
No description available.
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| 510 |
How Trait and State Anxiety Influence Athletic PerformanceWhiteley, Grace January 2013 (has links)
No description available.
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