- 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 1 to 10 of 22 (0.115 seconds)Spelling suggestions: "subject:"1earning, demory, cognition anda anguage"" "subject:"1earning, demory, cognition anda 1anguage""
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Accounting for age effects on direct and indirect memory: Single versus multiple theoriesWhite, J. Unknown Date (has links)
No description available.
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Why do we fear what we fear? Evidence for a learning based account of stimulus fear relevancePurkis, Helena Margaret Unknown Date (has links)
No description available.
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False alarms in episodic recognition: An examination of base-rate, similarity-based, and comprehensive theoriesMaguire, A. Unknown Date (has links)
No description available.
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False alarms in episodic recognition: An examination of base-rate, similarity-based, and comprehensive theoriesMaguire, A. Unknown Date (has links)
No description available.
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False alarms in episodic recognition: An examination of base-rate, similarity-based, and comprehensive theoriesMaguire, A. Unknown Date (has links)
No description available.
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False alarms in episodic recognition: An examination of base-rate, similarity-based, and comprehensive theoriesMaguire, A. Unknown Date (has links)
No description available.
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False alarms in episodic recognition: An examination of base-rate, similarity-based, and comprehensive theoriesMaguire, A. Unknown Date (has links)
No description available.
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The acute effects of mild traumatic brain injury on working memory: Validity and reliability of a cognitive screenDe Monte, V. E. Unknown Date (has links)
No description available.
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Motivation and performance during skill acquisition: An examination of moderators from two levels of analysisYeo, G. B. Unknown Date (has links)
No description available.
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Cognitive and Affective Learning: Feeling What We KnowLibera, Marilia Unknown Date (has links)
The dual process theory proposes that evaluative conditioning is a form of learning distinct from Pavlovian conditioning and that it displays different functional characteristics such as not being subject to modulation. However, when assessed online as opposed to post-experimentally, modulation of evaluative conditioning by context change has been found in a contingency reversal procedure. Reversal of evaluative learning was found to be faster when trained in a different context rather than in the original training context. The present study addressed the question whether context change or instructions would affect the rate of reversal of evaluative learning and whether reversal learning would accelerate across repetitions. A picture-picture paradigm was used to expose participants to CS-US pairs and contingency was reversed three times during the experiment. Participants were required to provide online causal judgements and valence ratings after each set of 10 training trials. Context change, but not instructions, displayed a trend in affecting reversal of evaluative learning with participants displaying faster learning on trials immediately subsequent to contingency reversal. Instructions affected the reversal of contingency judgements. There was no evidence of acceleration across repetitions for either measure or manipulation.
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