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Age related differences in search/detection performance and transfer : an evaluation of learning and skill acquisitionCooper, Brian Patrick 05 1900 (has links)
No description available.
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Effects of cue validity on the orienting of covert visual attention : evidence for implicit learning in the attentional cueing paradigmPeterson, Scott Alan 05 1900 (has links)
No description available.
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The development of wisdom : an empirical investigation of relationships between intellectural, pragmatic, and reflective aspects of memory from a life-span perspectiveBenham, Angeline Evans 08 1900 (has links)
No description available.
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Event category learningKersten, Alan Wayne 05 1900 (has links)
No description available.
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Frames of reference and the representation of motion in noun and verb meaningsKersten, Alan W. 08 1900 (has links)
No description available.
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A DISSERTATION ON THE NATURE AND EDUCATIONAL VALUE OF INDUCTIONSlemon, Edward T. January 1912 (has links)
Thesis (PhD, Education) -- Queen's University,1912
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The convergent-divergent abilities of students and their teachers /Zussman, David. January 1975 (has links)
No description available.
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Sentence structure and retention in good and poor readers.Weinstein, Rhona January 1968 (has links)
No description available.
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An investigation of the relationships between learning context, student approach to learning and student learning outcomes in distance education /Price, Nancy, 1966- January 1997 (has links)
The purpose of the present study was to explore qualitative differences in student learning outcomes in distance education courses. The following relationships were examined within the context of three McGill Distance Education Program courses that vary widely in content and instructional goals: (1) the relationship between learning context, student approach to learning and student learning outcomes; (2) the relationship between student and instructor perspectives of the learning context; and (3) the relationship between type of course, course learning expectations, course structure and design, and the selected method(s) of assessment. The design of this study employed a mixture of both qualitative and quantitative data collection and analysis procedures. The data set included instructor interviews, a qualitative measure of instructor's student learning expectations for their course, qualitative measures of students' course learning expectations, and quantitative measures of students' general learning approach, students' specific approach to learning in their course, and students' positive and negative impressions of their course. (Abstract shortened by UMI.)
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Psychoanalytic learning theory : primary and secondary modes of thought, implications for knowledge and mindCotter, Catherine Anne. January 1976 (has links)
No description available.
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