Primates are known for being highly social species, living in groups of various compositions with different social structures. The study of social or observational learning has largely focussed on investigating non-human primates' abilities to imitate, with a more recent shift towards examining the social context of social learning. This shift has presented opportunities to investigate how the social context of different species affects the diffusion of socially learnt behaviours. In this thesis, I set out to monitor the spread of different experimentally seeded and naturally occurring socially learned behaviours in brown (tufted) capuchin monkeys (Sapajus sp.) and common squirrel monkeys (Saimiri sciureus).These species were selected as they form mixed species groups in the wild, and display marked differences in their social tolerances, thus presenting the opportunity to investigate conspecific and heterospecific social learning in related but differently bonded social groups. My results show evidence of social learning from conspecifics in capuchin and squirrel monkeys, attesting to that already documented in capuchin monkeys and indicating for the first time, that common squirrel monkeys can learn socially. Additionally, I demonstrate that capuchin monkeys are influenced by squirrel monkeys when foraging for food in mixed species groups. Furthermore, although squirrel monkeys are not as socially tolerant as capuchin monkeys, individuals who were better connected within the foraging test area learned experimentally-seeded techniques of models faster and more faithfully. When performing socially contagious anointing behaviours, regardless of tufted capuchin monkeys being influenced by the amount of resources provided for them to anoint with, they still performed more socially anointing than has been previously documented in other captive species, corroborating the levels of social anointing demonstrated in semi-free ranging groups. Further support was found for anointing demonstrating a social bonding and medicinal function in tufted capuchin monkeys.

The purpose of this study was to identify the preferred learning styles of Greek EFL students and teachers in Greece. The learning styles examined were visual, auditory, kinesthetic, tactile, group and individual. The study was conducted at a private English language school in Piraeus, Greece. Ninety-two Greek EFL students (33 male and 59 female) ranging in age from 13 to 22, and 11 Greek EFL teachers (3 male and 8 female) ranging in age from 22 to 52 constitute the sample. The study used the self-reporting learning style questionnaire that Reid (1987) developed to measure the preferred learning style preferences of ESL students in the U.S., and is a partial replication of Reid's study. The instrument was used to determine the major, minor and negligible preferred learning styles of Greek EFL students and teachers. Data from the learning style questionnaires were analyzed using paired t-tests, unpaired t-tests, single-factor and two-factor ANOVAs. Statistical analysis indicated kinesthetic learning as a major learning style for students, and visual, kinesthetic and tactile learning as major learning style preferences for teachers. No negligible learning styles were reported for either group. Students tended to prefer teacher-centered learning styles (visual, auditory and individual learning) slightly more than student-centered learning styles (kinesthetic, tactile and group learning). Furthermore, teachers tended to prefer student-centered learning styles slightly more than teacher-centered learning styles. Data from both groups (teachers and students) suggested interaction effects for age and gender. The results of this study raise questions concerning the reliability of Reid's instrument. Neither subject groups in this study, nor subjects in Hoffner's (1991) or Pia's (1989~ studies, identify negligible learning styles on the part of the subjects. This raises questions related to the reliability of Reid's instrument. It suggests that further study needs to be conducted in measuring learning style preferences in culture specific studies.

Thesis (Ph.D.) -- University of Western Sydney, Hawkesbury, 1995. / Includes index. "A thesis submitted to the School of Social Ecology to meet the requirements for the degree of Doctor of Philosophy" Bibliography : leaves 236-265.

Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker (chair), Mary O'Brian, Lucille Eckrich, Joseph Pacha. Includes bibliographical references (leaves 157-161) and abstract. Also available in print.

Thesis (M.A.)--Wheaton College Graduate School, 2003. / Abstract. Portions of appendices in Spanish. Includes bibliographical references (leaves 78-83).

Title from title page of PDF (University of Missouri--St. Louis, viewed February 17, 2010). Includes bibliographical references (p. 108-120).

Thesis (M.A.)--Wheaton College Graduate School, Wheaton, IL, 2003. / Abstract. Portions of appendices in Spanish. Includes bibliographical references (leaves 78-83).

Thesis (M.S.)--State University of New York at Binghamton, Department of Psychology, 2009. / Includes bibliographical references.

Thesis (M.Ed.(Kurrikulumstudies))--Universiteit van Pretoria, 2004. / Includes bibliographical references (leaves 153-162) Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.