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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.

The assessment of abstract-concrete learning in young children

Kundert, Deborah King. January 1983 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1983. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 101-112).

Effects of age, pre-task cues, and task complexity on response acquisition in observational learning

Downey, Margaret J. January 1988 (has links)
No description available.

Effect of a three month school entrance age differential on general achievement among elementary school pupils

Lewis, Ray Robert January 1972 (has links)
There is no abstract available for this dissertation.

Effects of practice variability and distribuion of practice on musicians' performance of a procedural skill

Simmons, Amy L., 1974- 28 August 2008 (has links)
I designed three experiments to determine how procedural memory consolidation in a music task is affected by practice under different conditions of speed regulation and different time intervals between practice sessions. Ninety-two nonpianist musicians practiced a 9-note sequence with their nondominant hand on a digital piano in three sessions, each of which comprised 3 blocks of 15 performance trials. In Experiment 1 (n= 31), participants were instructed to perform as quickly and accurately as possible but determined their own tempos in each trial. In Experiment 2 (n = 31), three defined practice tempos (M. M. = 52, 72, and 92) were externally regulated in a stable practice procedure in which tempo changed between, not within, blocks. In Experiment 3 (n =30), the same three tempos were externally regulated in a variable practice procedure in which practice tempo changed from trial to trial within each block. In each experiment, three different groups' practice sessions were separated by either 5 min, 6 hr, or 24 hr. Consistent with previous descriptions of procedural memory consolidation, the results of Experiment 1 show that note accuracy improved significantly between Sessions 1 and 2 only when the sessions were separated by a 24-hr interval that included sleep; performance speed improved in all groups between Sessions 1 and 2, and between Sessions 2 and 3 when sessions were separated by 6 or 24 hr. In Experiment 2 (stable practice) there were significant improvements in note and tempo accuracy between Sessions 1 and 2 when those sessions were separated by 5 min or 6 hr, but not when the sessions were separated by 24 hr. In Experiment 3 (variable practice), note accuracy improved between Sessions 1 and 2 only when the sessions were separated by a 24-hour interval that included sleep; there were no significant improvements in tempo accuracy, perhaps due to the high physical demands of matching varying target tempos in successive trials. These results demonstrate that motor skill learning in music is affected by the time interval between practice sessions, and that the effects of distributed practice are dependent upon practice conditions.

Testing for learning with small data sets

Yealy, Kenneth Alan 08 1900 (has links)
No description available.


FILIP, DOROTHY. January 1982 (has links)
An emerging theory of learning disabilities characterized learning disabled students as inactive learners who do not spontaneously employ task-appropriate cognitive strategies. This study addressed the range of tasks to which this characterization applies. It compared learning disabled and average achieving students' spontaneous activation of differential reading strategies as evoked by the situational context of reading tasks. Subjects were 20 learning disabled and 20 average achieving seventh graders. Groups were controlled for age and non-verbal intelligence. Learning disabled students had been diagnosed as such and exhibited serious reading difficulties. Within two experimentally induced situational contexts, students read and retold short, narrative passages which contained interpropositional consistencies. Within a storytelling context, designed to maximize interaction between text and background knowledge, subjects were instructed to think about the appropriateness of the passage for young children and imagine a first-grade audience while accurately retelling the passage. Within a memory context, designed to maximize differentiation of text from background knowledge, the same subjects were to read and retell another story for the sole purpose of maintaining accuracy. Stories were counterbalanced across contexts. Retellings were categorized as either evidencing distortions which resolved text inconsistencies or as accurately maintaining the inconsistencies of the original text. Nonparametric tests were used for data analysis. Results indicated that both groups shifted retell strategy in response to situational context, with no significant differences between groups. Within the storytelling context, retellings tended to resolve passage inconsistencies. Within the memory context, retellings were generally accurate in their maintenance of inconsistencies. The memory context also fostered increased accuracy for both groups on a sentence recognition task. Responses to comprehension monitoring questions suggested on relationship between retell strategy and students' expressed awareness of text inconsistency. Findings indicate that both learning disabled and average students respond to situational contexts of reading tasks. They can activate increased interaction between text and background knowledge or increased differentiation of text from background knowledge. It was concluded that the characterization of learning disabled students as cognitively inactive does not apply to the spontaneous activation of differential reading strategies evoked by the situational context of the reading act.

An Analysis of Ways of Reporting Child Progress to Parents

Phillips, David Shelby 08 1900 (has links)
This thesis deals specifically with one phase of our educational program. It is an analysis of newer ways of reporting child progress to parents. In this study of reporting child progress to parents the problem in concern is how near our newer ways of reporting approach the present trends in education which are influenced by our modern philosophical and psychological concepts.

The effects of cognitive factors and personality attributes on learning potential

Bendixen, Christine Helen 22 November 2010 (has links)
M.A. / In this study, a test-train-retest cognitive assessment model was used. The training model for mediation was group-administered, standardised to correspond to a Theorist learning style and presented on video. The aim was to establish whether this form of testing is viable. In addition, the influence of the following variables on learning potential scores was examined: • General cognitive ability (measured by Cattell's Culture Fair Intelligence Test, Scale 2, Form A) . • Fourteen personality factors (measured by the High School Personality Questionnaire) . • Ten motivational traits (measured by the Picture Motivation Tests) . • Four learning styles (measured by the Learning Styles Questionnaire) . The ability to transfer what had been learned during mediation was also examined. Transfer was defined as the difference between the CCFIT, Scale 2, Form A and Form B, (administered as pre-and post-tests). Learning potential scores were defined as the difference between the preand post-test scores of Raven's Standard Progressive Matrices, using a Solomon 4-Group Design to control for possible practice effects. The mediation was standardised according to the LSQ's Theorist learning style using Feuerstein's Set Variations 1 as a teaching tool. The subjects were 120, black (mostly African), Grade 10 learners.

A model for summer programs for children with learning disabilities

Dumaresq, Mary Marilyn January 1972 (has links)
The large number of learning disabled children and dearth of appropriate professional resources in most communities have resulted in attempts, by concerned individuals and organizations, to develop community-centred summer programs for these children. This study presents a model for summer programs for learning disabled children that is based on the results of a pilot project designed for such a population. The pilot project provided a two month program for 120 children between the ages of 5 and 11 years. Each child was assigned to one of six groups designed to develop basic skills in the areas of audition, vision, language, attention, gross motor coordination or fine motor coordination. Group assignment was determined by the nature of each child's major disability. The project was designed and supervised by a professional consultant and two graduate students in the field of learning disabilities. Fifteen teenagers were trained to work directly with the children. The model is designed to accommodate 120 learning disabled children between the ages of 5 years 0 months and 8 years 6 months. One aim of the model summer program is to develop deficit basic skills by providing the children with success oriented, sequentially ordered experiences in all areas of sports, gymnastics, music, drama, and arts and crafts. A second aim is to include the children's parents as participant program observers in order to increase their understanding of learning disabilities and to acquaint them with methods of assisting their children at home. This suggested program makes use of the same type of personnel as did the pilot project. The model is designed to meet community-felt needs using the resources available in reality. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Social influence on the development of scientific knowledge : the case of learning disabilities

Carrier, J. G. January 1977 (has links)
No description available.

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