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  • About
  • 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.

A descriptive study of a group of pupils in a class for children with learning disabilities

Roberds, Jeannette G. January 1968 (has links)
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 rats

Shimer, 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 learners

Mattson, Sandra Leah, 1951- January 1976 (has links)
No description available.

Bilingual experience and psycholinguistic ability.

Stevens, Renée Paley January 1966 (has links)
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. [...]

The role of abilities in concept learning /

Shiri, Pushpa January 1976 (has links)
No description available.

Procedural memory consolidation in musicians

Allen, Sarah Elizabeth, 1977- 28 August 2008 (has links)
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 students

Zachow, 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

Cross-modal transfer in a paired-associate task in patients with unilateral cerebral lesions

Ayoubi, JoAnn Eileen Disanze 12 1900 (has links)
No description available.

The effects of massed and distributed practice upon motor performance and learning in groups of different initial ability

Pouliot, Jacques January 1971 (has links)
An investigation was conducted to determine if the performance and learning of a pursuit rotor skill was a function of practice schedule and initial ability level. Two groups of 30 subjects each were given two consecutive days of practice, with 22 and 20 trials respectively, on the pursuit rotor under different schedules of practice. The performance score of the massed practice group (30 secs. work, 5 secs. rest) was found to be significantly lower than that of the distributed practice group (30 secs. work, 30 secs. rest) on the first day of practice. However, after 24 hours of interpolated rest, both groups were statistically equal in terms of the amount learned. A further analysis of the first day's performance scores of the 10 high initial ability and the 10 low initial ability subjects from each of the two main groups found no differential effect of practice schedule attributable to initial ability level. Further, there was no significant ability levels by practice schedules interaction for learning. However, reminiscence was found to be related to ability level as low ability subjects reminisced significantly more than high ability subjects. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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