Thesis (Ph. D.)--University of Wisconsin--Madison, 1941. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [354]-381).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1951. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [i]-xiv).

Thesis (M.A.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1951. / Typescript. Vita. Title from title screen (viewed May 9, 2006). Includes bibliographical references (leaves [i]-xiv). Online version of the print original.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1941. / Typescript. Vita. Title from title screen (viewed May 9, 2006). Includes bibliographical references (leaves [354]-381). Online version of the print original.

Thesis MSc (Clinical Psychology))-- University of Limpopo, 2011. / Psychological and neuropsychological assessment in South Africa currently faces various challenges, among which, is the prominent need for tests that are standardised for the multi-cultural South African context. The absence of adequate standardisations and normative data currently hamper the confidence with which tests can be used in South Africa. This research project aimed to construct a preliminary standardisation of the Wisconsin Card Sorting Test (WCST) for Setswana-speaking university students. The testing instructions were translated to Setswana and 93 participants were assessed using a computerised version of the WCST. Hypothesis tests showed that some sub-scores significantly differed from the US norms and others did not. The distribution ofWCST performance in the study population does, therefore, not follow the same distribution as the US distribution and a need was identified to construct new normative data. Regression analysis indicated that not gender, age, or level of education influenced participants' WCST scores for all sub-scores, with the exception of the Trials to complete first category score that was influenced by age. One normative table was thus constructed for the entire 18- to 29-year-old age group for the variables Number of categories completed, Total number of correct responses, Total number of errors, Perseverative responses, Perseverative errors, Non-perseverative errors, Failure to maintain set, Learning to learn and Percent conceptual level responses, whilst separate norm tables for the 18- to 19-year-old and 20- to 29-year-old age groups were constructed for the Trials to complete first category sub-score. Furthermore, the WCST displayed adequate internal consistency in the study population. These norms and psychometric properties are, however, subject to certain limitations and it is thus recommended that a full standardisation of the WeST be constructed

Thesis (Ph. M.)--University of Wisconsin--Madison, 1936. / Typescript. Title from title screen (viewed Apr. 30, 2009). Includes bibliographical references. Online version of print original.

Thesis (M.S.)--University of Wisconsin--Madison, 1972. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1957. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--Wisconsin. / Includes bibliographical references (leaves 88-90).