Reproduction de : Thèse de doctorat : Sciences de l'éducation : Lyon 2 : 2005. / Titre provenant de l'écran-titre. Bibliogr.

Mémoire d'orthophonie : Médecine : Université de Nantes : 2007. / Bibliogr.

Thesis (M.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 62-63).

Undergraduates' conceptual knowledge of important concepts in a Pre-historic Archaeology course was investigated with a pre-post open-ended test procedure. Students were randomly assigned to one of three levels of a concept mapping intervention. All students were given an introductory lecture on concept mapping. Of the 124 students who completed the pre- and post-tests, students (n = 45) in the first treatment level were given a reading guide to the textbook material. Students (n = 36) in the second treatment level were given a reading guide with incorporated concept mapping questions. Treatment level three students (n = 43) were also given the concept mapping reading guides and received instructor and peer feedback on their responses to the concept mapping questions. Multivariate statistical analysis revealed that students in all three treatment levels gained in conceptual knowledge. A secondary descriptive analysis revealed that concept mapping appears to aid students in clarifying misconceptions.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

This study was an investigation of the role of perceptual and functional features in the development of naturally-occurring and artifactual categories. Twenty-five college students, 16 fourth grade students, and 18 second-grade students participated in a sentence verification task. Each subject was presented sentences containing typical and atypical exemplars from naturally-occurring and artifactual categories paired with perceptual and functional features. The subjects were to indicate whether each sentence was true or false. A four-way mixed design ANOVA was performed on response times and error rates. A general developmental trend in category acquisition was indicated by the data. Children first learn typical naturallyoccurring category items. As they grow older, naturally-occurring categories are learned most thoroughly because of their clear-cut membership. Artifactual categories, which are less limited in membership, take longer for children to process. There was no evidence in the data to suggest that the differences between the two category types was due to a perceptual feature basis for naturally-occurring categories.

There is no abstract available for this dissertation.

Thesis (M.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 62-63). Also available in print.

Thesis (Ph. D.)--University of California, Santa Cruz. / Typescript. Bibliography: leaves 198-203.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1967. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves [288]-292).