• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 239
  • 69
  • 33
  • 18
  • 14
  • 10
  • 8
  • 5
  • 4
  • 4
  • 4
  • 4
  • 4
  • 4
  • 4
  • Tagged with
  • 529
  • 529
  • 146
  • 89
  • 71
  • 65
  • 55
  • 54
  • 38
  • 31
  • 31
  • 30
  • 30
  • 29
  • 29
  • 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.
1

Supporting critical design dialog

Kehoe, Colleen Mary 12 1900 (has links)
No description available.
2

Lateralisation of auditory learning and processing in the domestic chick (Gallus gallus domesticus)

Watkins, Jenny Ann Sarah January 1999 (has links)
No description available.
3

Preference for a heterospecific demonstrator in a territorial dove

Dolman, Carrie January 1991 (has links)
This thesis examines the hypothesis that social learning in Zenaida dove (Zenaida aurita) functions primarily in a mixed species foraging context. The field study recorded foraging associations and interactions between Zenaida doves and other species. The Carib grackle (Quiscalus lugubris) was the most frequent foraging associate of Zenaida doves. / The laboratory study consisted of two experiments where conflicting information about a novel food type and novel food-finding problem was provided simultaneously by a conspecific and a heterospecific (grackle) demonstrator. Both experiments showed that not only could Zenaida doves learn from another species, but that they preferred the heterospecific demonstrator over the conspecific. The results suggest that social information may be obtained more readily from foraging associations rather than interference competition and that the role of conspecifics may be overemphasized in cultural learning.
4

SOCIAL LEARNING THEORY AND CREATIVITY: THE EFFECTS OF MODELING ON DIVERGENT THOUGHT PRODUCTION

Estes, Linda, 1957- January 1987 (has links)
The effects over time of written divergent and convergent models on subjects' creative responses to Guilford's Alternate Uses and Consequences were examined, using forty-eight undergraduate students at the University of Arizona. Subjects were divided equally into divergent model, convergent model, and control groups, and were tested and retested one week later. A multivariate analysis of variance (MANOVA) subjects' scores for flexibility, fluency, and originality, was found to be significant. Univariate F tests, discriminant function analysis, and Tukey's tests were performed to clarify the nature of significant effects. Results were found for scores on flexibility and originality, but only for the convergent group. Convergent modeling significantly increased the number of convergent responses given by subjects, and the convergent group gave significantly more original responses than the other two groups. The effects of modeling on the convergent group persisted over time, and a significant practice effect was noted.
5

Conceptual and methodological issues in self-efficacy theory /

Lee, Christina. January 1983 (has links) (PDF)
Thesis (Ph. D.)--University of Adelaide, Dept. of Psychology, 1984. / Includes bibliographical references (leaves 270-288).
6

Understanding adolescent substance abuse : the contribution of peer, family, and cognitive factors /

Van Exan, Jessica. January 2005 (has links)
Thesis (M.A.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 131-141). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11912
7

Preference for a heterospecific demonstrator in a territorial dove

Dolman, Carrie January 1991 (has links)
No description available.
8

Social learning in mother-reared and "enculturated" capuchin monkeys /

Fredman, Tamar. January 2008 (has links)
Thesis (Ph.D.) - University of St Andrews, November 2008.
9

Social learning and behaviour transmission in brown capuchin monkeys (Cebus apella) /

Dindo, Marietta. January 2009 (has links)
Thesis (Ph.D.) - University of St Andrews, June 2009.
10

The role of social learning in participatory planning & management of water resources

Muro, Melanie January 2008 (has links)
Natural Resource Management processes are undergoing major transformations: technical and regulatory mechanisms are no longer considered sufficiently adaptive to address the complexity and uncertainty which characterise contemporary challenges in the sector, thus motivating wider use of integrated and collaborative approaches. Against this background, new models of participative management are encouraged which emphasise social learning among stakeholders. Yet, reported research which unambiguously demonstrates the role and impact of social learning remains sparse. This thesis contributes to a better understanding of the conditions under which social learning occurs, and most importantly the dynamics and benefits of social learning by systematically collecting evidence of the processes and impacts attributed to social learning. The research which employs a sequential mixed methods research design is undertaken with stakeholders involved in various engagement activities forming part of the implementation of the WFD in the UK, Ireland, and Germany and expands the still limited empirical knowledge base on social leaning in stakeholder interaction. Findings demonstrate that participatory platforms are shaped by processes of social learning although they are more noticeable as collaborative initiatives mature. Also, there is some degree of variation in the extent to which people learn or change, with stakeholders readily acquiring knowledge and improving relationships. However, the transformation of views and the development of a shared group identity seem to be limited. Findings clearly illustrate the multitude of factors that constrain the occurrence of learning processes and eventually limit the extent to which these can contribute to sustainable NRM. Foremost, this study reinforces the importance of the actual communicative learning process, the quality and intensity of which is largely influenced by the organisational arrangements and, more fundamentally, the ability of the stakeholders to shape the process.

Page generated in 0.1065 seconds