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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.
141

Immediate versus delayed shock preference in the rat

Longridge, Thomas M. January 1969 (has links)
No description available.
142

A study of verbal conditioning as a function of extraversion and neuroticism

Otis, Gerald Dennis, 1938- January 1963 (has links)
No description available.
143

The electro-magnetic motivater

Lovering, Larry Jay, 1932- January 1960 (has links)
No description available.
144

Facilitation of sensitization of the flexor withdrawal reflex in the intact and spinal rat

Zimmer, John Louis, 1947- January 1974 (has links)
No description available.
145

The role of correlation, contiguity and relative validity in conditioned licking /

Singh, Maharaj. January 1982 (has links)
No description available.
146

Implementing principles of the Response To Intervention model: One school's application of the model

2014 January 1900 (has links)
A current model for the early identification of students with academic struggles that is recognized by the Saskatchewan Ministry of Education is that of Response to Intervention (RTI). While the Ministry espouses the use of RTI, it does not mandate its application, nor identify which principles of the model are considered most effective. I conducted a qualitative, instrumental case study involving one rural school identified by the school division as effectively applying the principles of RTI. Using a semi-structured interviewing technique, and working with three participants, I identified which of the RTI principles the school believes to be effective, how the school implemented these principles, and the factors and conditions that contributed to their implementation. Along with interviews, documents collected from the school and school division that pertain to the application of RTI principles were analyzed. Finally, a narrative description of the research was completed. In total, ten themes were identified and further differentiated into four categories. The categories and corresponding themes are: 1) Attributes of the model that are considered critical: tiered intervention, assessment practices and division based supports. 2) Implementation strategies used: professional development, access to resources, and support provided when needed. 3) District and school factors that contribute to effectiveness of model: student and staff engagement and staff teaching philosophy. 4) Extraneous factors that contribute to the effective implementation: staffing and time. The implications of these findings are that effective implementation and maintenance of RTI principles requires careful planning, communication and a team approach. The principles of the model must be a priority for all staff involved in whatever capacity they contribute.
147

Robustness redressed : an exploratory study on the relationships among overall assumption violation, model-data-fit, and invariance properties for item response theory models

Liu, Xiufeng 11 1900 (has links)
This study compares item and examinee properties, studies the robustness of IRT models, and examines the difference in robustness when using model-data-fit as a robustness criterion. A conceptualization of robustness as a statistical relationship between model assumption violation and invariance properties has been created in this study based on current understanding on IRT models. Using real data from British Columbia Science Assessments, a series of regressional and canonical analyses were conducted. Scatterplots were used to study possible non-linear relationships. The means and standard deviations of "a" and "c" parameter estimates obtained by applying the three-parameter model to a data sample were used as indices of equal discrimination and non-guessing assumption violation for the Rasch model. The assumption of local independence was taken as being equivalent to the assumption of unidimensionality, and Humphreys' pattern index "p" was used to assess the degree of unidimensionality assumption violation. Means and standard deviations of Yen's Q [i subscript] were used to assess the model-data-fit of items at the total test level. Another statistic to assess the model-data-fit of examinees (D [i subscript]) was created and validated in this study. The mean and standard deviation of D [i subscript] were used to assess model-data-fit of examinees at the total test level. The statistics used in this study for assessing item and ability parameter estimate invariance properties were correlations between estimates obtained from a sample and the estimates obtained from an assessment data file. It was found that model-data-fit of items and model-data-fit of examinees are two statistically independent total test properties of model-data-fit. Therefore, there is a necessity in practice to differentiate model-data-fit of items and model-data-fit of examinees. It was also found that item estimate invariance and ability estimate invariance are statistically independent total test properties of invariance. Therefore, there is also a necessity in practice to differentiate item invariance and ability invariance. When invariance is used as a criterion for robustness, the three-parameter model is robust for all the combinations of sample size and test length. The Rasch model is not robust in terms of ability estimate invariance when a large sample size is combined with a moderate test length, or when a moderate sample size is combined with a long test length. Finally, no significant relationship between model-data-fit and invariance was found. Therefore, results of robustness studies obtained when model-data-fit is used as a criterion and the results when invariance is used as a criterion may be totally different, or even contradictory. Because invariance is the fundamental premise of IRT models, invariance properties rather than model-data-fit should be used as criteria for robustness.
148

Incentive motivation and approach-avoidance tendencies.

Rice, Robert W. January 1966 (has links)
Mowrer's (1947) and Spence's (1956) suggestion that classical conditioning may play a significant role in the acquisition and performance of instrumental responses has fostered two broad lines of research. One of these bas been concerned with the role of classcally conditioned responses in instrumental behavior (Wynne & Solomon, 1955; Solomon & Turner, 1962; Miller & DeBold, 1965; Williams, 1965) and bas produced mainly negative results. The proposition that the occurrence of certain classically conditioned responses (e.g., autonomic "anxiety" reactions, anticipatory goal responses, or rg) is an essential step in instrumental responding seems no longer tenable. The second line of research has examined the role of classically conditioned stimuli in instrumental behavior and is based on the assumption that in the course of instrumental training, certain stimuli, apart from whatever cue function they might serve in the control of the instrumental response, serve a motivational function by being classically paired with the reinforcement. [...]
149

Minimum bias designs for response surfaces

Munsch, Robert Charles 08 1900 (has links)
No description available.
150

Response effects upon the psychological refractory period

Alden, David Gordon 08 1900 (has links)
No description available.

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