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Relevant bibliographies by topics / Cognitive learning theory / Dissertations / Theses

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Dissertations / Theses on the topic 'Cognitive learning theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Jankowska, Gierus Bogumila. "Learning with visual representations through cognitive load theory." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104827.

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This study examined two different strategies of learning with diagrams: drawing diagrams while learning or learning from pre-constructed diagrams. One hundred ninety six junior high school students were randomly placed in a condition either to draw while learning about how airplanes fly or to study from pre-constructed diagrams. Before the learning, students' prior knowledge and elaboration strategies were measured. During learning in either condition, students reported their mental effort. Afterwards, students' learning was tested on both a similar task and transfer task. Cook's (2006) theo

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2

Tsividis, Pedro A. "Theory-based learning in humans and machines." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/121813.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, 2019<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 123-130).<br>Humans are remarkable in their ability to rapidly learn complex tasks from little experience. Recent successes in Al have produced algorithms that can perform complex tasks well in environments whose simple dynamics are known in advance, as well as models that can learn to perform expertly in unknown environments after a great amount of experience. Despite this, no current AI models are able t

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3

Brazas, Michael L. "Cognitive load theory and programmed instruction." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001011.

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4

Ritter, Samuel. "Meta-reinforcement Learning with Episodic Recall| An Integrative Theory of Reward-Driven Learning." Thesis, Princeton University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13420812.

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<p> Research on reward-driven learning has produced and substantiated theories of model-free and model-based reinforcement learning (RL), which respectively explain how humans and animals learn reflexive habits and build prospective plans. A highly developed line of work has unearthed the role of striatal dopamine in model-free learning, while the prefrontal cortex (PFC) appears to critically subserve model-based learning. The recent theory of meta-reinforcement learning (meta-RL) explained a wide array of findings by positing that the model-free dopaminergic reward prediction error trains the

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5

Burkes, Kate M. Erland Allen Jeff M. "Applying cognitive load theory to the design of online learning." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3698.

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6

Burkes, Kate M. Erland. "Applying Cognitive Load Theory to the Design of Online Learning." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3698/.

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The purpose of the study was to investigate the application of cognitive load theory to the design of online instruction. Students in three different courses (N = 146) were measured on both learning performance and perceptions of mental effort to see if there were any statistically significant differences. The study utilized a quasi-experimental posttest-only control group design contrasting modified and unmodified instructional lessons. Both groups were given a posttest to measure knowledge gained from the lesson (cognitive domain of learning) and perceptions of mental effort involved. Indepe

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7

Bouvrie, Jacob V. "Hierarchical learning : theory with applications in speech and vision." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54227.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 2009.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student submitted PDF version of thesis.<br>Includes bibliographical references (p. 123-132).<br>Over the past two decades several hierarchical learning models have been developed and applied to a diverse range of practical tasks with much success. Little is known, however, as to why such models work as well as they do. Indeed, m

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8

Riem, R. G. A. "Children learning to count : A social psychological reappraisal of cognitive theory." Thesis, University of Kent, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371143.

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9

Shon, Aaron P. "Bayesian cognitive models for imitation /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7013.

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10

Tobias, Cindel K. "Complex instruction giving students the education they deserve /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Tobias_CKMiT2010.pdf.

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11

DaCosta, Boaventura. "THE EFFECT OF COGNITIVE AGING ON MULTIMEDIA LEARNING." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3650.

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If not designed in consideration to the workings of the human mind, multimedia learning environments can impose too high a demand on working memory. While such high cognitive load presents challenges for learners of all ages, older learners may be particularly affected as research on cognitive aging has shown the efficiency of working memory declines with age. Research has suggested that cognitive load theory (CLT) and the cognitive theory of multimedia learning (CTML) are likely to accommodate the cognitive needs of older learners; however, few of the principles emerging from these theories h

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12

Fung, Sham. "Stochastic Game Theory Applications for Power Management in Cognitive Networks." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398286269.

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13

Hu, Fang-Tzu. "Getting the point: tracing worked examples enhances learning." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12478.

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Embodied cognition perspectives suggest that pointing and tracing with the index finger may support learning, with basic laboratory research indicating such gestures have considerable effects on information processing in working memory. The present thesis examined whether tracing worked examples could enhance learning through decreased intrinsic cognitive load. In Experiment 1, 56 Year 6 students (mean age = 11.20, SD = .44) were presented with either tracing or no-tracing instructions on parallel lines relationships. The tracing group solved more acquisition phase practice questions and made

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14

Rakhlin, Alexander. "Applications of empirical processes in learning theory : algorithmic stability and generalization bounds." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/34564.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 2006.<br>Includes bibliographical references (p. 141-148).<br>This thesis studies two key properties of learning algorithms: their generalization ability and their stability with respect to perturbations. To analyze these properties, we focus on concentration inequalities and tools from empirical process theory. We obtain theoretical results and demonstrate their applications to machine learning. First, we show how various notions of stability upper- and lower-bound the bias and variance of several e

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15

Secil, Selcen Ozkaya. "The Investigation Of Cognitive Processes In Mathematics Learning With Item Response Theory." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611219/index.pdf.

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The importance of learning mathematics and using it in daily life is obvious. On the other hand, the results from many national and international assessment studies show that the achievement of Turkish students are very far away from the bare minimum performance. However, in the measurement and evaluation procedures of both primary and secondary educational system, there is a lack of identification of this &ldquo<br>bare minimum&rdquo<br>or qualitative and clear descriptors for performance levels. A great importance is dedicated to the national exam results expressed in percentage terms of the

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16

Wang, Bo. "Sequencing Tracing with Imagination: A Cognitive Load Perspective." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/28780.

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Cognitive load theory has generated several instructional designs based on movement, including the tracing effect, occurring when learners benefit from instructions to trace out lesson materials with the index finger. Historical descriptions of children’s tracing behaviours while learning with Montessori’s “sandpaper letters” suggest some children sequenced their learning by first tracing the letters with eyes open, then with eyes closed. This description resonates with the imagination effect whereby students with sufficient prior knowledge benefit from imagining rather than studying lesson ma

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17

Bajic, Daniel Andrew. "The temporal dynamics of strategy execution in cognitive skill learning." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3369155.

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Thesis (Ph. D.)--University of California, San Diego, 2009.<br>Title from first page of PDF file (viewed September 15, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

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18

Walmsley, Bradley Desmond. "Using concepts drawn from cognitive theory, setting theory, and activity theory to develop student thinking in technology education classes." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/366896.

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The problem addressed in this thesis is the nature of the technology education classroom teaching and learning environments that promote students’ use of higher-order thinking. The problem is addressed firstly, by examining higher-order thinking in terms of theories of cognitive structures, behaviour settings and learning activity. It is argued that contemporary empirical research is limited in its ability to provide a conceptualisation of higher-order thinking. Therefore, this literature is examined to conceptualise higher-order thinking in terms of a relationship between the internal cogniti

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19

Lyndon, Edward Harry. "Conceptual mediation : a new theory and a new method of conceptual change /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phl988.pdf.

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20

Frank, Ernest. "The effect of individual difference variables, learning environment, and cognitive task on statistical learning performance." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1383.

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Thesis (Ed. D.)--West Virginia University, 2000.<br>Title from document title page. Document formatted into pages; contains xvi, 183 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 160-173).

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21

Skulmowski, Alexander, and Günter Daniel Rey. "Measuring Cognitive Load in Embodied Learning Settings." Universitätsbibliothek Chemnitz, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-227345.

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In recent years, research on embodied cognition has inspired a number of studies on multimedia learning and instructional psychology. However, in contrast to traditional research on education and multimedia learning, studies on embodied learning (i.e., focusing on bodily action and perception in the context of education) in some cases pose new problems for the measurement of cognitive load. This review provides an overview over recent studies on embodied learning in which cognitive load was measured using surveys, behavioral data, or physiological measures. The different methods are assessed i

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22

Easterbrook, Adam. "A critique of parental monitoring using Bandura's social cognitive learning theory as framework." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31613.

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This study tests competing hypotheses that examine the relationship between adolescents' perception of disclosure of information in the parent-adolescent relationship and adolescents' perception of their friends as prosocial or deviant. The first hypotheses are based on previous research on monitoring. They posit that parental efforts to obtain information about adolescents' activities, whereabouts and friends will influence adolescents' choice of either prosocial or deviant friends. The competing hypotheses are developed using Bandura's (2001) social cognitive learning theory as a framework.

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23

Torcasio, Susannah Marie Education Faculty of Arts &amp Social Sciences UNSW. "The use of illustrations when learning to read: a cognitive load theory approach." Publisher:University of New South Wales. Education, 2009. http://handle.unsw.edu.au/1959.4/43714.

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When students are learning to read, the materials supplied typically will include extensive illustrations. The implicit assumption is that the inclusion of such illustrations will assist students in learning to read. Cognitive load theory suggests that this way of formatting learning materials may not be maximally effective as the inclusion of illustrations with written text constitutes redundant information that may interfere with learning. If working memory resources are devoted to the illustrations rather than the text, as is likely with young children, those resources will be unavailable t

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24

Buxton, Laurie. "Cognitive-affective interaction in the teaching and learning of mathematics." Thesis, University of Warwick, 1985. http://wrap.warwick.ac.uk/35583/.

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This is a study of extreme emotional reactions to the learning of mathematics. It is conducted among mature adults, mostly well-qualified in some academic area, but with relative failure in mathematics, and showing a marked distaste for the subject. It first explores, through interviews with twenty-four people, their memories and feelings about their experiences in the mathematics classroom. Two modes of investigation follow. One is with a group of seven who, with the experimenter, seek both to learn some mathematics and examine their negative reactions to it. The group met for two-hour sessio

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25

Craig, Gregory (Gregory Lorne) Carleton University Dissertation Psychology. "The effect of unattended digits upon identification of an attended letter; the influence of letter-digit seperation and physical similarity." Ottawa, 1992.

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26

Lyn, André T. "Training end-users, the application of cognitive theory to learning a database software package." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0035/MQ27039.pdf.

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27

Lyn, Andre T. (Andre Tyrone) Carleton University Dissertation Management Studies. "Training end-users: The application of cognitive theory to learning a database software package." Ottawa, 1997.

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28

Brown, TeAirra Monique. "Playing to Win: Applying Cognitive Theory and Gamification to Augmented Reality for Enhanced Mathematical Outcomes in Underrepresented Student Populations." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/97340.

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National dialogue and scholarly research illustrate the need for engaging science, math, technology, and engineering (STEM) innovations in K-12 environments, most importantly in low-income communities (President's Council of Advisors on Science and Technology, 2012). According to Educating the Engineer of 2020, "current curricular material does not portray STEM in ways that seem likely to excite the interest of students from a variety of ethnic and cultural backgrounds" (Phase, 2005). The National Educational Technology Plan of 2010 believes that one of the most powerful ways to transform and

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29

Nelson, Jonathan David. "Optimal experimental design as a theory of perceptual and cognitive information acquisition /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3191765.

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30

Alkan, Serkan. "Factors Effecting Eye Tracking Measures And Achievement In Multimedia Learning." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615691/index.pdf.

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In this study, factors affecting eye tracking measures and achievement in multimedia learning were explored. Familiarity, redundancy, and control are three important factors, which affect the levels of achievement in multimedia learning. In this study, three experiments were conducted in which the main effects and interactions of familiarity, redundancy, and pace investigated. In Experiment 1, a chemistry lesson with narration were studied twice as multimedia lesson. In Experiment 2, different group of participants studied two versions of chemistry lessons. Both versions had subtitles<br>howev

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31

Grieve, Susan M. "Cognitive Load Theory Principles Applied to Simulation Instructional Design for Novice Health Professional Learners." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/hpd_pt_stuetd/78.

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While the body of evidence supporting the use of simulation-based learning in the education of health professionals is growing, howor why simulation-based learning works is not yet understood. There is a clear need for evidence, grounded in contemporary educational theory, to clarify the features of simulation instructional design that optimize learning outcomes and efficiency in health care professional students. Cognitive Load Theory (CLT) is a theoretical framework focused on a learner’s working memory capacity. One principle of CLT is example based learning. While this principle has been a

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32

Cortese, Juliann. "A social cognitivist view of hypermedia learning." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117124538.

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Thesis (Ph.D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xv, 201 p.; also includes graphics. Includes bibliographical references (p. 191-201). Available online via OhioLINK's ETD Center

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33

Pawley, Duncan Medway Education Faculty of Arts &amp Social Sciences UNSW. "A cognitive load approach to instruction in formation of algebraic equations." Awarded by:University of New South Wales. School of Education, 2004. http://handle.unsw.edu.au/1959.4/20494.

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In a series of five experiments, the effectiveness of using worked examples to teach grade 8 and 9 students the process of translating a written sentence into an algebraic equation, was examined from a cognitive load perspective. The first experiment compared the use of worked examples with a problemsolving strategy. Both for higher and lower levels of prior knowledge in mathematics, the worked examples format group performed significantly better than the problemsolving group. In experiment 2 the worked examples format was compared with an ??algorithm?? method for teaching students to write eq

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34

Lewis, Moya A. "Teacher torque: A research project investigating student cognitive engagement through observations of non-verbal responses to certain forms of classroom questions." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/661.

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This research project investigates student cognitive engagement through observations of nonverbal responses to certain forms of classroom questions. The basic assumption of this thesis is that education is the intentional act of expanding or evolving each individual student's model of the world. This study explores the non-verbal responses that various forms of questions generate in order to assess the level of student thinking that occurs as a direct result of the question. It looks at responses to closed, open and schema accessing questions to discover the role that they play in the expansio

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35

Zacharias, Sally. "The linguistic representation of abstract concepts in learning science : a cognitive discursive approach." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/55599/.

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Learning scientific concepts can be challenging for many pupils and consequently much research has been carried out to locate and explain the social and cognitive processes involved in bringing about changes to learners' abstract conceptual understandings. This thesis contributes to this field by offering a text-world account (Werth 1999, Gavins 2007a) of how scientific concepts are constructed and linguistically represented in classroom discourse. More specifically, its first aim is to explore how a group of twenty, first year secondary pupils and their teacher construct and linguistically re

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36

Zaldivar, Marc Robert. "Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29533.

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This study proposes to blend contemporary educational research in order to design an online instructional environment. The goal was to create an environment that would better educate learners about grammar use in higher education, given the complexity of the rule learning that was being asked of them. By blending approaches from tested educational research on cognitive information processing theories, schema theories, and situated cognitive theories in order to determine how language rules are best learned, eight design principles were derived for the instructional environment. A prototype

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37

Carr, Adrienne L. "Examining the Effects of Media on Learners’ Mental Representations and Cognitive Processes in Science." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196106424.

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38

Alenezi, Dalal. "A study of learning mathematics related to some cognitive factors and to attitudes." Thesis, University of Glasgow, 2008. http://theses.gla.ac.uk/333/.

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This study was conducted to look at some cognitive (working memory and field dependency) and attitudinal factors which relate to learning and teaching mathematics. The purpose was to suggest ways that might help to improve students’ performance in mathematics. A multi-step strategy was used to examine the relationship between these variables and learning mathematics. The first and the second steps focussed on the students and the third step looked at the mathematics teachers and inspectors ideas about learning and teaching mathematics. This research has investigated the influence of working me

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39

Pagnotta, Murillo. "Living and learning together : integrating developmental systems theory, radical embodied cognitive science, and relational thinking in the study of social learning." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/16386.

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Behavioural scientists argue that ‘social learning' provides the link between biological phenomena and cultural phenomena because of its role in the ‘cultural transmission' of knowledge among individuals within and across generations. However, leading authors within the social sciences have proposed alternative ways of thinking about social life not founded on the Modern oppositions including nature-culture, biology-culture, body-mind, and individual-society. Similarly, the distinction between a domain of nature and a domain of nurture has also been extensively criticized within biology. Final

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40

Cerni, Tom. "Information-processing and leadership in school principals : cognitive-experiential self theory and transformational leadership." Thesis, View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/43294.

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Transformational leaders increase job satisfaction and wellbeing among workers. This thesis proposes that leadership style is influenced by both the rational and experiential systems put forward by Epstein (1998b) in his cognitive-experiential self theory (CEST). Study one examined the relationship between the CEST information-processing systems and transformational leadership among experienced school leaders (N = 183). The rational system had a strong positive correlation with transformational leadership whereas the experiential system was weakly correlated with transformational leadership. S

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41

Lee, Chwee Beng. "Capturing and assessing conceptual change in problem solving." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5886.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 2, 2007) Vita. Includes bibliographical references.

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42

Boese, Nancy M. "The effects of bilingualism on adult multitasking abilities the myth and merit of "brain boosting" /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008boesen.pdf.

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43

Yahaya, Ros Aizan. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16489/.

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New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.

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Yahaya, Ros. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16489/1/Roy_Yahaya_Thesis.pdf.

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New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.

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45

Dommers, Eric. "Social cognitive theory and type ii diabetes education: A case study." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36681/1/36681_Digitised%20Thesis.pdf.

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Type II diabetes is one of Australia's six national health priority areas, and typically afflicts overweight adults who are over forty years of age. Although type II diabetes can be controlled through lifestyle modifications such as diet and exercise, many diabetic patients find these changes difficult to make, and to sustain. Even when patients attend diabetes education programs which include medical information and skills training designed to facilitate changes in patient self-management behaviour, many fail to improve or control their condition. Although the research literature has id

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46

Wilson, Edwin L. "A study of the cognitive styles and learning preferences of Fire Service officers." Thesis, University of Birmingham, 1999. http://etheses.bham.ac.uk//id/eprint/287/.

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This research examines the relationship between Cognitive Style and Learning Styles of senior officers in the Fire Service and their preferences for different training delivery methods. Data has been gathered from students attending courses at the Fire Service College, in particular those attending the Divisional Command Course (DCC), which is a personal and professional development course for officers aspiring to a senior role in the Fire Service. Three data gathering instruments were used in the research, the Cognitive Styles Analysis (CSA) (Riding, 1991), the Learning Styles Questionnaire (

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47

Taylor, Donna Lester. "A kaleidoscope of decisions using cognitive flexibility theory to advance a novice ESOL teacher's scaffolding expertise /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-07312007-084841/.

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Thesis (Ph. D.)--Georgia State University, 2007.<br>Joyce E. Many, committee chair; Mona W. Matthews, Dana L. Fox, Lori N. Elliott, committee members. Electronic text (190 p. : ill. (some col.)) : digital, PDF file. Description based on contents viewed June 19, 2008; title from file title page. Includes bibliographical references (p. 177-187).

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48

Almahasneh, Randa. "The effects of beliefs about knowledge and learning on students' self-regulated studying /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2800.

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49

Paparello, Silvia. "The many faces of neurocognitive development behavior and neurocorrelates of holistic face processing /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3284166.

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Thesis (Ph. D.)--University of California, San Diego, 2007.<br>Title from first page of PDF file (viewed January 14, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references. Faces are central stimuli in our everyday life, hence, face processing is a sophisticated and highly specialized cognitive ability, at which adults are experts and children are proficient. Unlike other visuospatial abilities, face perception develops very slowly, becoming adult-like only well into adolescence. Some performance disparities between children and adults may reflect differ

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50

Strobel, Johannes M. J. "Historical reasoning with a cognitive flexibility hypertext authoring system : an explorative study on the role of epistemological beliefs on advanced knowledge acquisition /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164544.

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