Roberds, Jeannette G.
There is no abstract available for this dissertation.
The effect of the nutritive value of butter fat and corn oil rations on the growth and the maze learning ability of albino ratsShimer, Edith Roberta January 1945 (has links)
No description available.
The effect of direct and imaginal tracing on letter acquisition and retention in slow and fast learnersMattson, Sandra Leah, 1951- January 1976 (has links)
No description available.
Stevens, Renée Paley
This is a study of the effect of pre-school bilingual experience on a child's later ability to use language to help himself to think and learn - his psycholinguistic ability. The existing literature on the effect of bilinguality on children's performance gives conflicting evidence. [...]
No description available.
Allen, Sarah Elizabeth, 1977-
28 August 2008
Procedural memory consolidation has been shown to enhance a variety of perceptual and motor skills during sleep. Only recently has this effect been investigated in trained musicians performing music. I tested the extent to which a music performance skill benefited from sleep-based consolidation overnight and whether this process may be inhibited when musicians learn two melodies in juxtaposition. 60 experienced musicians, all nonpianists, learned to perform either one or two 13-note piano melodies during evening training sessions. The musicians practiced each melody with their nondominant hand by repeating it from beginning to end during 12 30-second practice blocks alternating with 30-second rest intervals. All participants were retested on the target melody the following morning in three 30-second retest blocks alternating with 30-second rest intervals. Participants who learned only one melody in the evening showed overnight gains in the number of correct key presses per block (CKP/B) in the target melody at retest. Participants who learned the target melody and an additional melody at training showed no overnight gains in CKP/B in the target melody. Participants who learned both melodies and then immediately were retested on the target melody at training showed overnight gains in CKP/B in the morning retest of the target melody--gains similar to those observed among the participants who learned only the target melody at training; this group showed no decrement in the performance of the target melody in the retest at the end of training, which indicates that there were no immediate interference effects apparent in the target melody after having learned the second melody. These results show that experienced learners performing a familiar type of task, and one that includes auditory processing demands, benefit from overnight consolidation of procedural memories. These benefits may be inhibited, however, when musicians learn similar, competing tasks in juxtaposition. / text
How goal orientations and learning environments are related to beliefsin effort-ability relationship張敏彤, Cheung, Man-tung, Eva. January 2008 (has links)
published_or_final_version / Educational Psychology / Master / Master of Social Sciences
An investigation of the relationships among perceptual modality, temporality, and academic achievement of selected middle school sixth, seventh, and eighth grade studentsZachow, Kathleen M. 27 January 1984 (has links)
The primary foci of the study were to determine the relationships among perceptual modality, temporality, and academic achievement, and to develop implications for the academic counseling of middle school students based on the findings. The sample was composed of 613 students enrolled in Prineville Junior High School. The Edmonds Learning Style Identification Exercise, the metronome, and the Iowa Tests of Basic Skills were the instruments used to collect data. Five statistical tools were used in the analysis of data. The findings at the .05 level of significance were as follows: 1. There were no significant differences in perceptual modality mean scores for the three temporal groups. 2. There were no significant relationships between sex and temporal grouping (slow, medium, fast). 3. A significant relationship existed between grade level and temporal group. There was a higher concentration of sixth graders in the slow temporal group. 4. There was a significant difference between sex and the perceptual modality score of visualization. Males scored significantly higher. For the other three perceptual modality scores and sex, there was no significant differences. 5. There was no significant difference for grade level and perceptual modality mean scores. 6. There was no interaction for grade level and sex on perceptual modality mean scores. 7. There were no significant relationships among perceptual modality scores within each temporal group. 8. There were no significant relationships among academic achievement scores, preferred temporal pace, and perceptual modality scores. Implications for the academic counseling of middle school students stressed the importance of using visual materials in the curriculum for males, and the varying of instructional pace to accommodate differences in students' temporal paces. / Graduation date: 1984
Lemasters, Shelley J.
Theses (Ed.S.)--Marshall University, 2004. / Title from document title page. Includes abstract. Document formatted into pages: contains 21 pages. Bibliography: p. 20-21.
Genome-wide expression analysis implicates working memory associated genes in the general learning abilities of outbred miceKolata, Stefan Matthew. January 2010 (has links)
Thesis (Ph. D.)--Rutgers University, 2010. / "Graduate Program in Psychology." Includes bibliographical references (p. 39-44).
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