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Dissertations / Theses on the topic 'Cognitive independence'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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1

Lytvynets, M., Y. Koturha, Світлана Василівна Міхно, Свитлана Васильевна Михно, and Svitlana Vasylivna Mikhno. "How variability of learning activities enhances students’ cognitive independence." Thesis, Sumy State University, 2020. https://essuir.sumdu.edu.ua/handle/123456789/78070.

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Providing the variability of learning activities activates students’ reflection mechanisms thus forming their cognitive independence. The organization of the learning process according to the individual educational path facilitates the variability of learning activities. Development of individual educational paths based on the use of modern information technologies ensures the variability of the tasks for independent learning activities. The idea of individualizing the educational process is based on the idea of "navigating" the movement in the educational space. All this can be realized throu

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Міхно, Світлана Василівна, Свитлана Васильевна Михно, and Svitlana Vasylivna Mikhno. "Forming students’ cognitive creative independence in heuristic professionally oriented situations." Thesis, Sumy State University, 2020. https://essuir.sumdu.edu.ua/handle/123456789/78075.

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Successful studying at institutions of higher education requires high level of students’ independence, critical thinking, as well as the usage of creative approaches to learning activities, which should be meaningful and engaging. Involvement into different types of independent cognitive and creative activity (required, desirable, optional) should happen under the guidance, but without direct participation of the teacher in the classroom or during extracurricular activities [1]. The last ones are of great importance as a student becomes the initiator of the search for knowledge, acquires the a

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Rush, G. Michael. "Effect of restructuring training and field-dependence-independence." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/37395.

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Hall, Judith King. "Field Dependence-Independence and Computer-based Instruction in Geography." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27487.

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Research on the cognitive style field dependence-independence establishes its influence on learning and students' outcomes across academic disciplines and at all levels of schooling. Field dependent learners generally perform less well than field independent individuals in most instructional environments. The consequences of cognitive style differences have not been thoroughly pursued by geography educators, and field dependent learners are generally disadvantaged. Review of literature suggests that field dependent learners may perform well in hypermedia-based environments configured to sup

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Tappmeyer, Mark Edward Fortune Ron. "The influence of field dependence-independence on writers' goal-setting strategies." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713230.

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Thesis (D.A.)--Illinois State University, 1987.<br>Title from title page screen, viewed August 8, 2005. Dissertation Committee: Ronald J. Fortune (chair), John L. Brickell, Elizabeth S. McMahan, Maurice A. Scharton, Janet M. Youga. Includes bibliographical references (leaves 214-221) and abstract. Also available in print.

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Miller, Angela L. "Creativity and cognitive style : the relationship between field-dependence-independence, expected evaluation, and creative performance." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1347732.

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This study explored the effects of cognitive style and expected evaluation on creativity. Past research has shown that an expectation of evaluation can have a negative impact on creativity, and those individuals classified as field-independent rather than field-dependent are more likely to have higher creativity scores. An interaction between expected evaluation and cognitive style was hypothesized. Participants created a collage to measure creativity, either with or without an expectation of evaluation, and then cognitive style was measured. The hypothesis was partially supported. The more fi

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Johanek, Cynthia L. "Cross-cultural learning styles studies and composition : re- examining definitions, generalizations, and applications of past field dependence-independence research." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864905.

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In recent years, the media have publicized the social problem of physical child abuse. This study examined three artifacts of physical abuse: the children's book Robin's Story, the popular song "Luka," and the television documentary Scared Silent: Exposing and Ending Child Abuse. Chapter One described each artifact and provided a literature review which detailed the writings about physical child abuse and artifacts discussing this topic. The chapter then posed research questions about how the artifacts viewed abused children and their abusers, the causes of abuse, and the solutions proposed fo

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Ayna, Dinah. "Program evaluation of the Wayne State University (WSU) Transition to Independence Program (TIP)." Thesis, Wayne State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10153499.

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<p> Background: A significant number of children in the US are placed in the child welfare system every year. Among the multiple negative outcomes associated with being in the foster care system is a wide academic achievement gap between foster students and the general population, as well as other disadvantaged groups (e.g. low income). Low academic achievement is particularly pronounced in college. The government and higher education institutions are recognizing these educational gaps and developing specialized programs to address the unique needs of foster students; however, the effective

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Rife, Nora Anne. "The relationship between psychological differentiation in field dependence-independence, cognitive flexibility-constriction, and performance anxiety in professional musicians /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11975969.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Leah Blumberg Lapidus. Dissertation Committee: Harold F. Abeles. Includes bibliographical references (leaves 98-113).

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Little, Laura Janes. "Multimedia-assisted reading in Spanish and its relationship with the cognitive control of field dependence and field independence." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1854.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains viii, 73 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 67-73).

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Güentzel, Ralph Peter. "In quest of emotional gratification and cognitive consonance : organized labour and Québec separatist nationalism, 1960-1980." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42049.

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This thesis examines the reaction of organized labour to Quebec separatist nationalism for the period between 1960, the year of the creation of the Rassemblement pour l'independance nationale and the beginning of the Quiet Revolution in Quebec, and 1980, the year of the first referendum on Quebec's constitutional status. The thesis investigates four labour organizations: the Canadian Labour Congress (CLC), the Federation des travailleurs et travailleuses du Quebec (FTQ), the Confederation des syndicats nationaux (CSN), and the Centrale de l'enseignement du Quebec (CEQ). It shows in which ways

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Lee, Jia-Ling. "THE EFFECT OF COGNITIVE STYLES UPON THE COMPLETION OF A VISUALLY-ORIENTED COMPONENT OF ONLINE INSTRUCTION." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3652.

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This study was designed to examine whether a person's prepositioned cognitive style influenced learning achievement in a visually-oriented task for an online learning environment in higher education. Field dependence-independence was used to identify individuals' cognitive styles. A true experimental study was conducted in the fall 2005 term at the University of Central Florida. This researcher followed Dwyer and Moore's research (1991, 2002) and divided learners into three groups (field dependent [FD], field neutral [FN], and the field independent [FI] students). Eighty-three preservice teach

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Wang, Aifang. "The effects of varied instructional aids and field dependence-independence on learners' structural knowledge in a hypermedia environment." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1191519256.

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Oren, Duygu. "An Investigation Of 10th Grade Students." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12609109/index.pdf.

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The purpose of the present study is to identify 10th grade students&rsquo<br>use of proof schemes in geometry questions and to investigate the differences in the use of proof schemes with respect to their cognitive style and gender. The sample of the study was 224 tenth grade students from four secondary schools. Of those, 126 participants were female and 98 participants were males. Data was collected at the end of the academic year 2005-2006 through uses of two data collection instruments: Geometry Proof Test (GPT) and Group Embedded Figure Test (GEFT). GPT, included eleven open-ended questi

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Blanton, Elizabeth Lynn. "THE INFLUENCE OF STUDENTS'COGNITIVE STYLE ON A STANDARDIZED READING TEST ADMINISTERED IN THREE DIFFERENT FORMATS." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4483.

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The purpose of this study was to examine the means of scores on three forms of a standardized reading comprehension test taken by community college students in developmental reading classes. The three forms of the test were administered as a timed multiple-choice test, a constructed response test, and an un-timed multiple-choice test. Scores on the Group Embedded Figures Test (GEFT) were used to classify the students who participated in the study as having field dependent (LOW GEFT), mid-field dependent/independent (MID GEFT), or field independent (HIGH GEFT) tendencies. The paired samples tes

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Collings, John N. "The effect of training for field-independence on formal operations : the consequences for general ability and the effectiveness of developing an associated meta-cognitive language in combination with the training procedures." Thesis, University of Gloucestershire, 1987. http://eprints.glos.ac.uk/4589/.

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After conducting a number of pilot studies pre- and post-tests were given to three experimental classes of 11 to 13 year old early adolescents, one taken by Collings, and the two others by an inexperienced teacher. With one class the latter used materials designed to develop Field-independence only, with the other the teacher followed a similar pattern to Collings who incorporated a meta-cognitive aspect by encouraging students to analyse their own thinking strategies and to 'bridge' between the Field-independence lessons and the contexts of science. There were two control classes, and the ove

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Bel, Haj Ali Soraya. "Influence de la culture et du développement moral cognitif sur l'indépendance de l'auditeur : comparaison France-Tunisie." Toulouse 1, 2010. http://www.theses.fr/2010TOU10004.

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L’objet de cette thèse consiste en l’analyse des déterminants psychoculturels de l’indépendance des auditeurs à travers une comparaison France-Tunisie. Nous considérons cette indépendance comme étant une question plus que jamais d’actualité dans un contexte marqué par les échos récurrents des plus grands scandales financiers jamais connus. Le contexte spécifique de la recherche est précisé à travers l’exposition des différences et similitudes que peuvent avoir les deux systèmes nationaux étudiés dans le premier chapitre. Après présentation des cadres d’analyses de la théorie du développement m

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Raykos, Bronwyn C. "Attentional and interpretive biases : independent dimensions of individual difference or expressions of a common selective processing mechanism?" University of Western Australia. School of Psychology, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0018.

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[Truncated abstract] Attentional and interpretive biases are important dimensions of individual difference that have been implicated in the etiology and maintenance of a range of clinical problems. Yet there has been no systematic investigation into the relationship between these dimensions of individual difference. The current research program tested predictions derived from two competing theoretical accounts of the relationship between attentional and interpretive biases. The Common Mechanism Account proposes that cognitive biases represent concurrent manifestations of a single underlying se

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Klapoetke, Nathan Cao. "Independent two-color optogenetic excitation of neural populations." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/86285.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, 2013.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 104-106).<br>The optical modulation of neurons with channelrhodopsins, a class of genetically encoded light-gated ion channels, has enabled the spatiotemporally precise interrogation of the roles individual cell types play in neural circuit dynamics. A topic of great interest to the neuroscience community is the independent optical excitation of two distinct neuron populations with different wavelengths,

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Brito, Natalie Hiromi. "Investigating Scale Errors: Independent Systems of Object Representation or Simple Motor Priming." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539626571.

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Kirchner, Teresa. "Estilo cognitivo de dependencia-independencia de campo y proceso lector." Doctoral thesis, Universitat de Barcelona, 1987. http://hdl.handle.net/10803/2551.

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Este estudio trata de determinar si se dan relaciones de covariación entre la aptitud de reestructuración (una de las manifestaciones del constructo «Dependencia-Independencia de campo» (DIC) y el proceso lector.<br/><br/>La DIC es uno de los Estilos Cognitivos surgidos a raíz de las investigaciones que sobre la percepción de la verticalidad realizaban Witkin y Asch a finales de los años 40, y que derivó finalmente en un modelo explicativo de las diferencias individuales, basado en el grado de diferenciación organísmica. La DIC se constituye en una dimensión, en uno de cuyos polos se situarían

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Meza, Anibal. "Acerca de los estilos cognitivos: dependencia- independencia de campo." Pontificia Universidad Católica del Perú, 1987. http://repositorio.pucp.edu.pe/index/handle/123456789/101123.

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A brief review of literature on Field Dependence - Independence (FD - FI) Cognitive Styles is presented here. Absence of research made in Peru on the subject is noted and the area covered by FD- FI subject is delimited. Origins of FD - FI as constructs are taken into account, anchoring them to major construct "psychological differentiation". Modes of testing are reported and traits of FD - FI as cognitive styles are enlisted (they are pervading dimensions of individual functioning, proccss variables, bipolar and neutral in value). Relationships FD-FI - interpersonal behavior are considered: t

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Lee, Saebyul. "Independent Recognition of Numerosity Requires Attention." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429880349.

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Логвіненко, В. Г. "Інформаційна технологія оцінки факторів, що формують пізнавальну самостійність студентів, для підвищення ефективності електронних освітніх технологій". Master's thesis, Сумський державний університет, 2020. https://essuir.sumdu.edu.ua/handle/123456789/82928.

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Розроблено математичну модель формування пізнавальної самостійності в електронних освітніх технологіях, розроблено алгоритми та інформаційну технологію оцінки факторів, що формують пізнавальну самостійність студентів. Запропоновано метод апріорної оцінки та метод апостеріорної оцінки факторів, що формують пізнавальну самостійність студентів. Для автоматизації обробки даних застосовано розроблені скрипти в Google Scrip.

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Albornoz, Guillén Francisco José. "El estilo cognitivo dependencia-independencia de campo en el rendimiento escolar." Tesis, Universidad de Chile, 1987. http://repositorio.uchile.cl/handle/2250/134298.

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Lewis, Paul. "A model for culture-independent music analysis : 'sounding form' and musical communication." Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361468.

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Saxler, Patricia Kasak. "The Marshmallow Test: Delay of Gratification and Independent Rule Compliance." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112705.

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The Marshmallow Test, a self-imposed delay of gratification task pioneered by Walter Mischel in the 1960’s, showed that young children vary in their ability to inhibit impulses and regulate their attention and emotion in order to wait and obtain a desired reward (Mischel & Mischel, 1983). The Marshmallow Test offers an opportunity to observe and measure children’s decision-making and self-regulation in an emotionally charged context of often conflicting motivations. Additionally, this task provides a context to investigate how compliance with rules and self-regulation may depend on or compete

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Ventimiglia, Caterina Claudia. "Metabolic Syndrome as putative independent associated/risk factor for Alzheimer’Disease and Mild Cognitive Impairment." Doctoral thesis, Università degli Studi di Palermo, 2014. http://hdl.handle.net/10447/90663.

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Metabolic syndrome (MetS) is a cluster of vascular risk factors [1] that is well established to increase the risk of diabetes, cardiovascular disease, and stroke [2, 3]. MetS also appears to increase the risk of age-associated cognitive decline, overall dementia, and vascular dementia (VaD) in particular [4], but the role of MetS in Alzheimer’s disease (AD) remains inconclusive from the contrasting findings reported so far [5–11]. Amnestic Mild Cognitive Impairment (aMCI) is presumably a pathological-based prodromal stage of AD with an annual rate of conversion to dementia of 5 to 10% in com

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Bussan, Beth Larey Morris Jeanne B. "An identification and analysis of field-dependent and field-independent cognitive styles of selected kindergarten children." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203023.

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Thesis (Ed. D.)--Illinois State University, 1991.<br>Title from title page screen, viewed December 5, 2005. Dissertation Committee: Jeanne B. Morris (chair), John H. Crotts, Dennis L. Gainey, John T. Goeldi, Ronald S. Halinski. Includes bibliographical references (leaves 83-99) and abstract. Also available in print.

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Cao, Yu. "Effects of Field Dependent-Independent Cognitive Styles and Cueing Strategies on Students' Recall and Comprehension." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29017.

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The purpose of this study was to examine whether cueing strategies embedded in computer delivered text messages affected the recall and comprehension of students who differed in their field dependent-independent cognitive style orientations. Two hundred thirty-eight undergraduate students of Virginia Tech participated the study, and 219 sets of valid data were used for the statistical analyses. All participants were given the Group Embedded Figures Test to determine their level of field dependence-independence. They were then randomly assigned to one of three treatment groups that varied in th

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Kaplan, Candia Post. "The relationship between cognition and functional independence during the early recovery from traumatic head injury /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487841975357487.

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Tarr, James E. Jones Graham A. Dossey John A. "Using middle school students' thinking in conditional probability and independence to inform instruction." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803741.

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Thesis (Ph. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 8, 2006. Dissertation Committee: Graham A. Jones, John A. Dossey (co-chairs), Robert L. Fisher, Cynthia W. Langrall, Jane O. Swafford. Includes bibliographical references (leaves 251-257) and abstract. Also available in print.

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Rogers, Lisa Beth. "Clinicians' use of mindfulness as an adjunct to trauma treatment a project based upon an independent investigation /." View online, 2009. http://hdl.handle.net/10090/13381.

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Jun, Ye-Hwa. "A Study of the Relationship between Field-Independent and Field-Dependent Cognitive Styles and Social Behaviors during Free-Play of Preschool Children." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331292/.

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The problem of this study was to discover the relationship between field-independent and field-dependent cognitive styles and social behaviors during free-play of preschool children in a school setting. This study also compared the field-independent and field-dependent cognitive styles and social behaviors during free-play between age-groups and sex-groups. Thirty-six children from a university child development laboratory were subjects. They were selected from a 3-year-old classroom and a 4-year-old classroom. The research instrument, the Preschool Embedded Figures Test, was utilized to measu

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Woodman, Christopher L. "Dissonance, development and doing the right thing : a theoretical exploration of altruistic action as an adaptive intervention : a project based upon an independent investigation /." View online, 2008. http://hdl.handle.net/10090/5947.

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Souza, Rafael Lisboa de. "Lado da midríase pupilar é um preditor independente do prognóstico cognitivo em pacientes vítimas de traumatismo cranioencefálico grave." reponame:Repositório Institucional da UFSC, 2013. http://repositorio.ufsc.br/handle/123456789/103506.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências Biológicas, Programa de Pós-Graduação em Neurociências, Florianópolis, 2013.<br>Made available in DSpace on 2013-07-16T21:03:42Z (GMT). No. of bitstreams: 1 316809.pdf: 1782073 bytes, checksum: b806b187569fff3c43179aac7c831be9 (MD5)<br>Justificativa: O traumatismo cranioencefalico (TCE) e um dos principais problemas de saude no mundo, especialmente entre adultos jovens. Tem sido denominado epidemia silenciosa pela falta de conhecimento da sociedade sobre a magnitude da doenca, associada a elevadas taxas de mort

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Ossandon, Valdes Tomas. "A prefrontal-temporal network underlying state changes between Stimulus-Driven and Stimulus-Independent Cognition." Phd thesis, Université Claude Bernard - Lyon I, 2010. http://tel.archives-ouvertes.fr/tel-00726306.

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The brain displays moment-to-moment activity fluctuations that reflect various levels of engagement with the outside world. Processing external stimuli is not only associated with increased brain metabolism but also with prominent deactivation in specific structures, collectively known as the default-mode network (DMN). The role of the DMN remains enigmatic partly because its electrophysiological correlates and temporal dynamics are still poorly understood. Using unprecedented wide-spread depth recordings in epileptic patients, undergoing intracranial EEG during pre-surgical evaluation, we rev

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Lindemann, Vanessa. "Utilização de uma ferramenta independente do domínio para diagnóstico do comportamento do aluno em atividades de ensino a distância." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2002. http://hdl.handle.net/10183/2471.

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A evolução da Informática na Educação exige ambientes de ensino capazes de se adaptarem ao contexto de acordo com as características individuais do aluno, permitindo interatividade, e que gerem um diagnóstico do comportamento desse aluno. Com base nestes argumentos, o objetivo deste trabalho é propor um sistema de diagnóstico independente do domínio, capaz de analisar o comportamento do aluno em cursos de Ensino a Distância. O professor organiza o material em estruturas de tarefas TÆMS (uma linguagem independente do domínio para descrição de planos de resolução de tarefas), gerando uma bibliot

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San, Martín González Christian Andrés. "Relación entre estilo cognitivo y capacidades de búsqueda de información en estudiantes de tercer año medio de colegios municipales del litoral central." Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/140202.

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Magíster en Educación, mención Informática Educativa<br>Esta investigación tiene por objetivo determinar si el estilo cognitivo, en la dimensión, dependencia-independencia de campo influye en las habilidades de búsqueda de información por parte de un grupo de alumnos de tercer año medio pertenecientes a liceos de la comuna de El Quisco y Cartagena. El estudio es de tipo descriptivo correlacional y la metodología es de carácter cuantitativo. Para la determinación del estilo cognitivo se utilizó el Test de Figuras Enmascaradas para Grupos (GEFT) de Witkin, Oltman, Raskin y Karp, (1971) y

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Amador, Juan Antonio. "Eficacia en la resolución de tareas de aprendizaje en función del estilo cognitivo dependencia-independencia de campo." Doctoral thesis, Universitat de Barcelona, 1992. http://hdl.handle.net/10803/2379.

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El marco de referencia en el que se sitúa la presente investigación es el de la consideración de la dependencia-independencia de campo (DIC) como un estilo cognitivo o una habilidad cognitiva, especialmente por las consistentes relaciones que se han encontrado entre la DIC, la inteligencia general, el aprendizaje, la retención y el éxito académico, por ejemplo. En la clásica revisión de Goodenough (1976) sobre el papel que la DIC juega en el aprendizaje y la retención, concluía que las personas dependientes de campo (OC) e independientes de campo (IC) difieren más en la manera de aprender que

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Hederich, Martínez Christian. "Estilo cognitivo en la dimensión de Independencia-Dependencia de Campo -Influencias culturales e implicaciones para la educación-." Doctoral thesis, Universitat Autònoma de Barcelona, 2005. http://hdl.handle.net/10803/4754.

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El presente trabajo constituye una reflexión sobre un conjunto de investigaciones realizadas durante cerca de 15 años sobre el tema del estilo cognitivo en la dimensión de dependencia-independencia de campo (DIC) sobre muestras de población colombiana. En esa medida, pretende realizar una síntesis crítica de algunos los principales resultados obtenidos, evaluar el estado del conocimiento conseguido sobre el constructo y proponer los derroteros hacia el futuro.<br/>Tres grandes aspectos son examinados. En el primero se profundiza en la naturaleza de la dimensión, se describen los desarrollos y

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Dyer, Jean A. "Self-Reported Field Dependent/Independent Characteristics in Immigrant Adult Learners." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/DyerJA2004.pdf.

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Brennan, Allison Anne. "When two heads are better than one : the independent versus interactive benefits of collaborative cognition." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50170.

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Previous research has shown that two heads working together can outperform one working alone, but whether such benefits result from social interaction or the statistical facilitation of independent performance is not clear. Here I apply Miller’s (1982; Ulrich, Miller & Schröter, 2007) race model inequality (RMI) model to distinguish between these two possibilities. This model was developed to test whether response times to two signals compared to one were especially fast because the observer could detect a signal in either of two ways (i.e., separate activation models) or because both signals

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Gous, Jennifer Glenda. "How inclusive education is understood by principals of independent schools." Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/24118.

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In recognition that every child matters, inclusive education has become a practice that has been adopted by many schools across the globe and most usually in first world countries. As a whole-school system it occurs less frequently in developing countries including South Africa which, unlike many developing countries, has a sound infrastructure and many excellent schools in both the state and the independent sectors. ‘Education White Paper 6: Special education: Building an inclusive education and training system’ was published in 2001 with the express intention of developing an inclusive educa

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Prats, Sedano Maria Angeles. "COGNITIVE PROCESSING AND BRAIN COMMUNICATION IN AMYOTROPHIC LATERAL SCLEROSIS." Doctoral thesis, Università degli studi di Padova, 2017. http://hdl.handle.net/11577/3421928.

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Amyotrophic Lateral Sclerosis (ALS) is a fatal neurodegenerative disease characterized by progressive paralysis of limbs and bulbar musculature. This severe physical impairment makes cognitive evaluation a big challenge, thus there is a great need for an assessment that does not require overt motor responses. Moreover, we need of augmentative communication strategies because the disease generally leads to complete paralysis and, therefore, patients are unable to communicate with the external world by any means. For this purpose, Brain Computer Interfaces (BCIs) seem a promising approach to fac

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Souza, Ana Am?lia Torres. "Caracter?sticas sociodemogr?ficas, h?bitos de sono, estado cognitivo e funcional ap?s acidente vascular cerebral." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/17226.

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Made available in DSpace on 2014-12-17T15:36:39Z (GMT). No. of bitstreams: 1 AnaATS_TESE.pdf: 4274123 bytes, checksum: 50f286f423e0b4c4e687ba8d81bb4d69 (MD5) Previous issue date: 2012-07-20<br>Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico<br>ABSTRACT Introduction: The cerebrovascular accident (CVA) is an important cause of neurological impairment. Few data about the factors associated with morbidity of cerebrovascular accident are found in Brazil. Objectives: Evaluate sociodemographic characteristics, sleep habits, cognitive and functional status of patients with cerebrovascu

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Power, Tara E. "Choosing among multiple treatments for coronary artery disease, the independent and interactive influences of cognitive heuristics, preference for information, and gender." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0003/MQ42091.pdf.

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Raykos, Bronwyn C. "Attentional and interpretive biases : independent dimensions of individual difference or expressions of a common selective processing mechanism? /." Connect to this title, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0018.

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Eyeghe, Eboue Dit Aya Ndzang Arsène. "Contribution de la socialisation organisationnelle au management des forces de vente externes : cas des vendeurs indépendants des entreprises gabonaises." Thesis, Montpellier 3, 2018. http://www.theses.fr/2018MON30007/document.

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La force de vente est un système humain, et de relations humaines complexes qui se distingue par une activité de gestion spécifique fondée sur le contrôle et la supervision directe des vendeurs dans leurs activités quotidiennes. Pour décrypter ces relations entre les acteurs, nous avons mobilisé le concept de socialisation organisationnelle, à la fois parce qu’il propose une lecture nouvelle de la réalité managériale, mais aussi parce qu’il constitue un modèle d’influence à même de réguler les comportements organisationnels des acteurs. Cette thèse a pour objectif d’éclairer le management des

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Hvostoff, Cécile. "Analyse des obstacles représentationnels chez les personnes autonomes concernant leur santé bucco-dentaire Contribution À la conception de modÈle de programme d’Éducation pour la santÉ bucco-dentaire : Contribution à la conception de modèle de programme d’éducation pour la santé bucco-dentaire." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCD032.

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Problématique: Devant les recommandations de concevoir des interventions éducatives en santébucco-dentaire intégrées dans des modèles de promotion de la santé (Petersen, 2010), le constat est fait, aprèsune recension qualitative des écrits en s’adossant au modèle Precede-Proceed (Green et Kreuter, 1991) qu’ilexiste peu d’études sur les représentations cognitives en santé bucco-dentaire des personnes âgées autonomes enparticulier sur la maladie carieuse, la gingivite, la mobilité dentaire, la sécheresse buccale et le bruxisme.Objectif : Identifier les représentations cognitives, selon Meunier (

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