Global ETD Search

521	Assessing the centrality of motion in instructional multimedia : algorithm animation revisited Seay, A. Fleming 12 1900 (has links) No description available. Learning, Psychology of Computer graphics Computer-assisted instruction
522	The effects of active learning exercises on the acquisition of SQL query writing procedures Yuasa, Mashiho 05 1900 (has links) No description available. Human information processing Artificial intelligence Learning, Psychology of
523	Intrinsic and incidental consistency in skill acquisition and transfer Meyer, Ann Elizabeth 08 1900 (has links) No description available. Motor learning Learning, Psychology of, in old age
524	An analysis of ability/performance relationships as a function of practice and age Rogers, Wendy Anne 12 1900 (has links) No description available. Age and intelligence Memory Age factors Learning, Psychology of
525	Age-related differences in the training, transfer and retention of perceptual decision making skills Spaulding-Johnson, Victoria Ann 12 1900 (has links) No description available. Training Decision making Stress (Psychology) Learning, Psychology of
526	Do gifted children prefer to work alone? : a social-constructivist re-examination of the longstanding claim / Gifted prefer to work alone? French, Lisa Rebecca. January 2007 (has links) The long-held notion that gifted students prefer to work alone is reported in several general textbooks on gifted children. However, studies addressing this issue are mixed and certainly not conclusive. Earlier studies disagree on whether those gifted children who claim a preference for working alone do so as a function of grade and maturational stage, sex, or personality characteristics commensurate with increasingly higher IQs. The current study re-examines this notion through the lens of motivation through social-constructivist theory. Two hundred and forty-seven American school-identified gifted, high achieving, and non-identified (i.e., non-gifted, regular education) students in grades 4 through 12 participated. The measure used in this study was a survey comprising items used in past learning style-related research, items adapted from a personality index and an interest profile, as well as locally-developed open-ended questions regarding preferred learning conditions, learning-related personality characteristics, and perceptions of support in their learning. Participants also had the opportunity to offer ideas about ideal learning situations, and their beliefs on why some children versus others might prefer to work alone. Finally, this study attempted to confirm the hypothesis that those gifted students who feel adequately supported by those in their environment will be less likely to indicate a preference for working alone, compared to those who do not feel supported. Although some indication of a preference of gifted students to work alone was present, this preference was not strong because it varied based on how the question was posed. Moreover, sex and grade-related differences were noted. Perhaps most interestingly, in support of the hypothesis of the study, those participants who reported feeling least supported by others reported the strongest preference to work alone. Implications of these findings on classroom curriculum, future career functioning, and mental health are discussed. Gifted children. Learning, Psychology of. Cognitive styles.
527	The role of sensory factors in the organization of the instrumental response. DeFeudis, Patricia Ann. January 1968 (has links) No description available. Conditioned response. Learning, Psychology of. Animal intelligence
528	Integrative processes in the acquisition of knowledge from text Kubes, Milena. January 1982 (has links) No description available. Learning, Psychology of. Integration (Theory of knowledge) Memory.
529	The effect of strangeness on incidental learning. Ellis, Stephen R. January 1971 (has links) No description available. Learning, Psychology of Conditioned response Paired-association learning
530	Options and attitudes in elementary English Vineberg, Gwen. January 1974 (has links) No description available. Learning, Psychology of.

Search results