Published also as Thesis (Ph. D.)--Leland Stanford Junior University, 1919. / Bibliography: p. 33-35.

Thesis (Ph. D.)--Columbia University, 1924. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 152. Bibliography: p. 36.

Thesis--University of Pennsylvania, 1924.

Thesis (Ph. D.)--University of Nebraska, 1915. / Bibliography: p. 39-41.

Thesis (M.A.)--University of Wisconsin--Madison, 1998. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 127-131).

Thesis (Ph. D.)--Princeton University, 1926. / Autographed from type-written copy. eContent provider-neutral record in process. Description based on print version record.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1924. / Typescript. eContent provider-neutral record in process. Description based on print version record.

Theses (Ed.S.)--Marshall University, 2006. / Title from document title page. Includes abstract. Document formatted into pages: contains16 p. Bibliography: p. 15-16.

Thesis (Ed.D.)--Boston University

Stankov's work on attention and intelligence suggests that the dual task paradigm, requiring the division of attention, is a better measure of general intellectual ability than the single task paradigm which does not make this demand. Sixty right handed undergraduates remembered digit and visual-spatial sequences alone and in two dual task conditions involving lateralized key tapping as the primary task. R gher intercorrelations were found under dual task conditions in which the tasks competed for the same hemisphere's resources. Better memory performance resulted when both tasks were lateralized to the same hemisphere. Hierarchical models combining general attention resources with ,lateralized hemispheric resources best account for these resutsi