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Relevant bibliographies by topics / Educational psychology; Cognitive psychology / Dissertations / Theses

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Dissertations / Theses on the topic 'Educational psychology; Cognitive psychology'

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Published: 4 June 2021

Last updated: 7 February 2022

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1

Clark, Kevin Michael. "An embodied cognitive analysis of social situativity." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3163017.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2005.<br>Adviser: Donald J. Cunningham. Title from dissertation home page (viewed Oct. 18, 2006). Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0486.

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Vitális, Emese Éva. "Mental imagery, learning styles, and text comprehension : studies in educational and cognitive psychology /." [ Nijmegen ] : [ Quickprint ], 2004. http://catalogue.bnf.fr/ark:/12148/cb40223804j.

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Salzman, Stephanie Ann. "Meta-Analysis Of Studies Investigating The Effects Of Father Absence On Children's Cognitive Development." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3389.

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The purpose of the present study was the integration of the father-absence research to determine the effects of father absence on children's cognitive development as assessed by standardized intelligence, aptitude, and achievement tests and school grades. The study used the quantitative integrative review methodology of meta-analysis through which the findings from individual studies were integrated and relations between the study findings and characteristics were explored. The meta-analytic approach involved transforming the findings of individual studies to a common metric (i.e., effect size

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Mojardin, Heraldez Ambrocio 1963. "Age differences in forgetting false memories." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/291922.

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This study replicated and extended the results of some recent studies concerned with the effects of repeated testing in false-memory creation (e.g. Brainerd and Reyna, 1996), and recent studies concerned with the persistence of false memories over time (Brainerd and Reyna, 1996; McDermott, 1996; Payne et al., 1996). One hundred and twenty children of ages 6, 9 and 12 listened to a series of sentences and took three recognition tests (Immediate, One-week, One-month). Participants made recognition decisions about four items: (1) targets, (2) distractors with the same meaning as targets but diffe

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Bowman, Shennen. "Correlation of Cognitive Load with the Physical Learning Environment for Undergraduate College Students in an Introduction to Psychology Class." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10937852.

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<p> A gap in the knowledge of literature was found in that no research had been performed examining the effect different physical learning environments have on cognitive load levels. This is important because high cognitive load levels are known to affect learning. The purpose of this quantitative correlational study is to examine the relationship between the overall, intrinsic, and extraneous cognitive load and the physical learning environment (online and traditional classrooms) of undergraduate college students in an Introduction to Psychology class, at a medium-sized liberal arts college.

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Kalra, Priya. "Implicit Learning: Development, Individual Differences, and Educational Implications." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16460206.

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This dissertation attempts to link models from cognitive neuroscience with problems and models from education research as well as to advance our understanding of implicit learning. In addition to a review of the current understanding of implicit learning from psychology and neuroscience, an essay on the potential applications of implicit learning to education and two empirical studies comprise this document. The first study compares implicit learning in adults and children to address the question of developmental invariance in implicit learning. One novel aspect of this study is the use of a

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Berkowitz, Megan. "Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1208900950.

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Denton, Stephen E. "Exploring active learning in a Bayesian framework." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3380073.

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Thesis (Ph.D.)--Indiana University, Dept. of Psychological and Brain Sciences the Dept. of Cognitive Science, 2009.<br>Title from PDF t.p. (viewed on Jul 19, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: B, page: 7870. Advisers: John K. Kruschke; Jerome R. Busemeyer.

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Sims-Cutler, Kristin. "The General Abilities Index as a Third Method of Diagnosing Specific Learning Disabilities." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687595.

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<p> Many studies have investigated problems with the ability achievement discrepancy (AAD) method of diagnosing specific learning disabilities (SLDs). The definition of an SLD includes the presence of a deficit in one or more cognitive processing systems. Researchers in other studies found that the AAD method overdiagnoses English language learners and students from low socioeconomic backgrounds, and underdiagnoses students with cognitive processing deficits. Although SLD diagnostic methods have been widely researched, much less information is available regarding SLD diagnostic methods that pr

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Beasley, Vista. "Self-presentational concern as an antecedent of athletic injury." Thesis, The Florida State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1552803.

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<p> This study was an initial investigation of the relationship between self-presentational concern and chronic injury. An experiment with two manipulations was conducted to determine how situational self-presentational concerns affected expressions of toughness that may be linked to health-damaging behaviors that cause chronic injury. Covariates of self-presentational concerns and mental toughness were measured and determined to be equivalent across groups so that effects could be attributed to the manipulations. For a manipulation of situational self-presentational concerns, collegiate mi

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Rappoccio, Paul. "Proprioception And Literacy In the Digital Realm." Thesis, State University of New York at Albany, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1571694.

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<p> Drawing on research in the fields of neuroscience, reading cognition, and the history of writing, the author explores the condition of reading today. Rather than accepting the apocalyptic pronouncements that the Internet is "dumbing down" current readers, the author argues for a more nuanced understanding of the effects of digital media. He argues that the literacies needed for the new digital realm are not new, but are literacies developed over thousands of years. The author argues for the need of more education and instruction in the use of digital media, and that the digital realm requi

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Dow, Gayle T. "An investigation of the influence of media modality (text, radio, and television) on creativity, problem solving, and recall an information processing perspective /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3315915.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2008.<br>Title from PDF t.p. (viewed on May 7, 2009). Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2601. Adviser: Jonathan A. Plucker.

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Scott, Brianna Michelle. "Exploring the effects of student perceptions of metacognition across academic domains." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3331280.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2008.<br>Title from PDF t.p. (viewed on Jul 23, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4247. Adviser: Joyce Alexander.

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Arici, Anne Dickson. "Meeting kids at their own game a comparison of learning and engagement in traditional and three-dimensional MUVE educational-gaming contexts /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3342204.

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Thesis (Ph.D.)--Indiana University, School of Education and the Dept. of Psychological and Brain Sciences, 2008.<br>Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0469. Adviser: Joyce Alexander.

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Harb, Lauren. "The use of Cognitive Behavioral Therapy to address shame in Binge Eating Disorder." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3630236.

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<p> To date, research on Binge Eating Disorder is limited compared to studies on other eating disorders, including Anorexia Nervosa and Bulimia Nervosa. Given that Binge Eating Disorder recently became an independent diagnosis in the DSM-5, has significant medical implications, and commonly involves psychiatric comorbidity, it is worthwhile to explore contributing factors and evidence-based treatment for the disorder. Cognitive Behavioral Therapy is an evidence-based treatment for Binge Eating Disorder, and most experts agree that while it yields positive treatment results, there is room for i

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Le, Marie Xuan. "The Just Distribution of Educational Resources| Children's Judgments about Differential Treatment by Teachers." Thesis, University of California, Berkeley, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640527.

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<p> The aim of this study was to examine children's reasoning about the fairness of differential treatment by teachers and to determine if there were circumstances under which children may consider differential treatment to be acceptable. Participants (n = 76), ages 6 to 11 years, evaluated hypothetical stories entailing unequal distributions of different educational goods: quantity of work, turns to read aloud, and individual attention from the teacher. The teacher's rationale for the differential treatment was systematically varied in order to determine whether it altered participants' evalu

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Mojardin-Heraldez, Ambrocio 1963. "The underlying memory processes of adults' spontaneous and implanted false memories." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288855.

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False memories are an important problem in many spheres of life. It is necessary to identify what kinds of memory processes cause them in order to prevent their negative consequences. This study confirmed most of fuzzy-trace theory's assumptions about the type of memory processes that underlie spontaneous and implanted false memories (Brainerd and Reyna, in press). Following the MISINFORM model's procedures, 131 university Mexican students listened to a list of words and took two recognition tests (immediate and one-week delayed). Testing lists included four types of targets and four types of

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Chavira, Maria Romo 1968. "Cultural differences in reasoning and memory: A follow-up." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/289477.

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The focus of this study was to manipulate factors to determine whether mental representation of logical problems differed by culture. The cultural differences hypothesis suggests that Anglo students would be more likely to have a linear representation (e.g., arranging objects that differ in a "line" mentally) whereas Hispanic students would have a nonlinear (pivot) representation. The results indicated that Hispanic children solved questions better if they appeared in a pivotal format, whereas Anglo children performed better if the stimuli were presented in a linear method. With grade level ch

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Zelmanow, Ari. "The Learning Pathways of Ironman Triathletes| Case Studies of Age-Group Ironman Triathletes." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666916.

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<p> The Ironman Triathlon is an epic endurance event consisting of a 2.4-mile swim, a 112-mile bike ride, and a 26.2-mile run. There is paucity in the literature relating to how athletes learn how to negotiate this event. This qualitative study was conducted over a 9 month period, to align with the 2013 Ironman training and racing season. Seven athletes were selected for participation in the study. Utilizing a case study approach, the Ironman athletes' learning pathways were examined through in-depth interviews and audio and video content personally captured by the participants. </p><p> The

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Rodriguez, Vanessa. "Exploring Social-Emotional Cognition and Psychophysiologic Synchrony During Teaching Interactions." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112694.

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Conceptions of learning have evolved from behaviorist and mechanistic models to models that are dynamic, complex, and process-oriented. Educators’ and researchers’ understanding of teaching can benefit from a similar evolution, one that embodies teaching as a dynamic, cognitive skill. Because teaching is an inherently interactive phenomenon, it can be characterized as a social-emotional cognitive skill. Using a dynamic systems and social-emotional cognitive lens, in this dissertation, I describe two studies that explored teaching from these perspectives. The first, presented in Chapter 2, u

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Cheng, San Chye. "Effects of Socio-Cognitive Conflicts on Group Cognition and Group Performance." Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:13383546.

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Socio-cognitive conflict is a mechanism that drives cognitive development/learning in collaborative learning. Such conflicts occur when individuals have different perspectives on the same problem. To adequately solve problems, groups face the challenge of integrating different perspectives, which when successful can result in an increase in shared knowledge (i.e., knowledge convergence), an intermediate process-related collaborative learning outcome. Knowledge convergence plays an important role in explaining the quality of group performance, an ultimate collaborative learning outcome. Howeve

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Rauch, Thyra. "Effects of Short and Long Study Times on Learning by Maps Versus Navigation." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539625423.

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Ryle, Mary Katherine. "Exploring the Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis." TopSCHOLAR®, 2017. https://digitalcommons.wku.edu/theses/2045.

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The implementation of learning styles models in the classroom remains a heavily debated topic in education. Notable problems with utilization of learning styles in the classroom include a lack of empirical research support and potential maladaptive effects on student learning and motivation. The primary research questions focused on the presence and quantity of learning styles discussion in the text, which definitions, models, and recommendations were presented, and which of the cited references were based on empirical data. The answers to these questions were compared between educational psyc

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Alrshed, Afnan Mohammed. "The Effect of Chewing Frankincense (Boswellia Sacra) Gum on Recall and Recognition of Stories Presented in Auditory Forms." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492446169320554.

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Ellis, Carl Richard. "The utility of a computerized assessment battery to evaluate cognitive functioning and attention." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618883.

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In recent years much attention has been given to the application of computer technology to psychometric methods, but researchers have concentrated on adapting traditional methods of psychological testing to the new technology instead of utilizing it to develop innovative methods of assessment. The purpose of this study was to determine whether a computerized assessment battery designed to evaluate cognitive functioning and attention could demonstrate reliability and validity. The Computerized Cognitive Assessment Battery (CCAB) was developed according to the PASS Model of Cognitive Functioning

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Bickart, John. "The possible role of intuition in the child's epistemic beliefs in the Piagetian data set." Thesis, The University of North Carolina at Charlotte, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589794.

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<p> U.S. schools teach predominately to the analytical, left-brain, which has foundations in behaviorism, and uses a mechanistic paradigm that influences epistemic beliefs of how learning takes place. This result is that learning is impeded. Using discourse analysis of a set of Piagetian children, this study re-analyzed Piaget's work. This study found that, although the participating children answered from both an intuitive and an analytical perspective, Piaget's analysis of the interviews ignored the value in the intuitive, right-brain answers; Piaget essentially stated that the children were

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Liao, Shih-Chieh. "How logical reasoning ability and empirical knowledge interact in the process of solving problems about light and vision among Taiwanese secondary school students." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280194.

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Piagetian scholars argue that the effect of problem content, e.g., empirical knowledge, should decrease with age. Indeed, they believe that the empirical knowledge cannot affect human problem-solving after individuals approach the formal operation stage. In arguing this point, this study uses an A-AR model to address how empirical knowledge affects the problem-solving process among Taiwanese secondary students. The A-AR model is borrowed from mathematics and the symbols, A, A, and R, represent Assumption, Answering, and Reasoning, respectively. Similar to solving mathematics problems, the A-AR

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Rinholm, Joanne. "The mediating role of task orientation in the relation between parenting practices and children's cognitive performance." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7927.

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The present study was designed to clarify the relations between parenting practices and cognitive performance in school-aged children. Particular attention was directed toward the identification of gender differences in the pattern of relations among variables and toward investigating a model of how parenting practices may influence children's cognitive performance. The model postulated that parenting practices affect children's task orientation (i.e., mastery behaviors and impulse control), which in turn affects their cognitive performance. Using path analysis, the model was assessed in a sam

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Porter, Kristen M. "An Exploratory Study of the Need for Cognition in Children and Adolescents." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1290134272.

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Vekiari, Konstantina. "The structure of social and cognitive development in Native American children." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288931.

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An important question in the area of child development is the nature of the relationship between social and cognitive development. Does cognitive development affect social competence, are there reciprocal effects between the two areas, or does social competence affect cognitive development? The present study investigated the direction of effect between social development and cognitive development in Native American children during early childhood. The study involved the secondary analysis of existing data from the Navajo Nation Transition Project. Data for one hundred and fifty-one children at

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Chan, Mei Ling. "Web-Based Usability Evaluation of Text-Resizing Methods and Users' Visual Fatigue on Online Reading Tasks." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638681.

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<p> A web-based usability evaluation was conducted to examine the effects of two text-resizing methods on normal and low vision Internet users’ online reading experience. Normal or corrected to normal vision (N/CTN; <i> N</i> = 50) and low vision (<i>N</i> = 5) participants completed two blocks of four mock Scholastic Aptitude Test (SAT) reading tests on the experiment website using fixed width (FW) and text reflow (TR) text-resizing methods. Subjective visual fatigue scores, modified System Usability Scale (SUS) score, time on task, and accuracy were collected as dependent measures for

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Jahner, Erik Erwin. "Resting as Knowing| A Lagged Structure Analysis of Resting State fMRI with Application to Mind Wandering during Oral Reading." Thesis, University of California, Riverside, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10680604.

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<p> The human brain is an ongoing dynamic system not activated by experience but nudged from intrinsic activity into new network configurations during perception and learning. Ongoing neural activity during rest is assumed to reflect these intrinsic dynamics in a relatively closed system state. Traditionally, inter-regional connectivity in this system is measured by obtaining time-locked correlations in BOLD activity using fMRI. It is well documented, however, that neural activity unfolds across time and is not isolatent to some reference point. </p><p> This exploratory study is a theoretica

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Clark, Chadwick W. "Estimates of association between cognitive complexity levels and creativity levels of field grade military officers : an exploratory study of the relationship." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/858.

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Miller, Emma. "The development of cognitive behaviour therapy (CBT) for children and young people within an educational psychology service." Thesis, University of Newcastle Upon Tyne, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512172.

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Bursuk, Lois Ilene. "The effects of a school-based cognitive-behavioral intervention program on the depression scores of sixth-grade students: A comparison outcome study." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282610.

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The effects of a school-based cognitive-behavioral intervention approach on the depression scores of sixth grade students were examined in the study. Two hundred and one sixth grade students served as participants in one of four experimental groups: treatment group, attention-placebo group, delayed treatment group, and no treatment control group. All groups, except the control group, participated in the school-based program called "learned optimism." The learned optimism program is an eight-week curriculum-based program designed to assist adolescents in developing a more optimistic self-explan

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Boudreault, Patrick. "Grammatical processing in American Sign Language, effects of age of acquisition and syntactic complexity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0032/MQ64322.pdf.

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Gibbs, Benjamin Guild. "Gender and Cognitive Skills throughout Childhood." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249496662.

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Gunther, Steven. "Preschools, Pencils, Promise| Cognitive Functioning, Academic Achievement, and Behavior Problems as Correlates of Inhibitory Control Among Head Start Participants." Thesis, Alliant International University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10281603.

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<p> The Pencil-tapping Task is an assessment of key neuropsychological components such as cognitive inhibitory control (Smith-Donald, Raver, Hayes, & Richardson, 2007), attention, and working memory (Xue, Atkins-Burnett, Caronongan, & Moiduddin, 2011). These constructs are parts of executive function, which governs the brain’s ability to analyze and respond to its own processes. Given that executive function has been linked to number knowledge, expressive and receptive vocabulary, and classroom engagement (Fitzpatrick & Pagani, 2012), we may expect tests of executive function

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Ippolito, Karen Odle. "Cognitive development and the attainment of critical thinking skills in associate degree nursing students." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/114.

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Piaget's final stage of cognitive development, formal operations, involves reasoning skills that appear to relate to the traits of critical thinking. The current study was designed to assess whether a relationship exists between the level of cognitive development (as measured by the Lawson Classroom Test of Scientific Reasoning [Lawson CTSR]) and critical thinking (as measured by Assessment Technology Institute Critical Thinking Assessment-Entrance test [ATI-CTA-Ent]). This study explored the possible relationship between the level of cognitive development and the level of critical thinking ex

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Beck, Corbatto Deborah. "Trust as a Precursor of Flow| A Social Cognitive View of Flow in Elite Coach/Athlete Dyads." Thesis, George Mason University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792355.

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<p> The purpose of the present study was to explore the influence of trust, help seeking/help giving, and relation-inferred self-efficacy on the onset of flow experience in a dyadic relationship between an elite athlete and their coach. The social cognitive theory of triadic reciprocal determinism was used to examine the relationship of the elite athlete and their trusted coach in a high-pressure athletic environment as it related to the ability of the elite athlete to achieve a flow state. Using a multiple case study approach, semi-structured interviews were conducted with five coach-athlete

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Emmett, Daniel Warren. "Individual Ability to Learn a Parallel Processing Technique and Musical Aptitude." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5325.

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Correlations between music training and psychosocial skills, sensory abilities, and aspects of intelligence, are sorted into primary or secondary effects. Correlations between these areas of human development and music training lack support pertaining to the underlying cognitive networks that these processes rely on. Thus, this study was based on the work of Baddeley and Hitch's model of working memory, and implemented a test of parallel processing (Articulatory Suppression Task, AST), which measures proficiency of working memory systems. Individual differences therein, were compared with musi

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Ford, Lauren. "The use of experiential acceptance in psychotherapy with emerging adults." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731118.

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<p> Emerging adulthood is recognized as a growing developmental stage that varies within and across cultures. Existing research generally characterizes this period as one of identity exploration, instability, self-reflection, and optimism. For many in this cohort, life events that were once organized into a stable sequence such as entering the workforce, marriage, and having children are increasingly a highly individualized and somewhat unstructured trajectory. This lack of structure provides opportunities and potential challenges to those transitioning from adolescence to adulthood. To this e

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Mintzer, Maureen Ryan. "An Exploration of the Cognitive and Affective Components of an Empathy Assessment to Inform Intervention." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/322011.

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School Psychology<br>Ph.D.<br>While empathy is widely understood as a multifaceted construct and an important component of prosocial behavior, its role is less certain with regard to aggressive and bullying behavior in schools. In an effort to further the bully-prevention-and-intervention initiative, the validity of the Interpersonal Reactivity Index (IRI)--a self-report assessment that aims to evaluate both cognitive and affective components of empathy--was examined to determine its potential effectiveness as a screener to inform intervention for school-age youth. It is hypothesized that the

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Rittenmyer, George John. "The relationship between early maladaptive schemas and job burnout among public school teachers." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2755.

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Early Maladaptive Schemas, as defined by Young (1990), are relatively permanent psychological constructs which influence human information processing. They consist of self-perceptions, attitudes and beliefs which are primarily the result of early childhood experiences. These schemas produce faulty thinking about an individual's self and environment, producing cognitive distortions. They are also the source of dysfunctional behavior as well as a wide range of mental conditions including depression, phobias and anxiety. Burnout is a significant problem among today's teachers which adversely effe

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Williams, Nina Lynne. "Identification of giftedness in preschoolers: Are some environmental factors related to cognitive assessments?" Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284027.

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This study has the objective of examining parental perceptions, some home environmental factors, and SES on a child's cognitive development. Two groups were used to collect data, a high SES group and a low SES group. Twenty-six preschool children, 13 females and 13 males (24 Caucasian, one African American, and one Asian) were referred for giftedness. Parents responded to two surveys, one questionnaire, and an interview. The children were administered two cognitive skills tests: (a) The Kaufman Assessment Battery for Children (Kaufman & Kaufman, 1983), KABC and (b) the Qualitative Use of Engli

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Georgiou, Andrea M. "The effects of different levels of high fidelity simulation on teamwork in senior-level undergraduate aviation students." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619937.

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<p> Industries in which effective teamwork is critical for safe operations are quickly discovering the benefits of simulation-based training (SBT). Research has shown the aviation industry, military operations, and medical field utilize impressive simulations allowing people to refine their technical and nontechnical skills in a "no consequence" environment. Grounded in team cognitive and group dynamic research, researchers are focusing their efforts on how to effectively use simulation as a training tool. The focus of this study was to determine how the degree of simulation difficulty affects

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Markey, John Brian. "Efficacy of a cognitive-behavioral treatment approach in improving academic performance of low-achieving elementary-age children." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618539.

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Low-achieving students tend to be "externals," lack mastery orientation, and often do not "take responsibility" for learning. Through the cognitive behavioral approach in this study, the goal is to help the low achiever become better at self-monitoring and encoding information.;Low-achieving students from two elementary schools were pre- and posttested using the Stanford Diagnostic Reading Test (to measure reading achievement), Coopersmith Self-Esteem Inventory (to measure self-esteem), and the Children's Academic Intrinsic Motivation Inventory (to measure intrinsic motivation). The teachers c

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Hall, David Alvin. "The effectiveness of cognitive restructuring and paradoxical directives counseling interventions of adolescent self-esteem : a comparative study." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618763.

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This study investigated the relative merits of the paradoxical directives (PD) counseling techniques to the more didactic cognitive restructuring (CR) intervention. It was hypothesized that subjects in the PD groups would show an improvement in self-esteem, a reduction in depression and anxiety, and a change reflective of a more internal locus-of-control orientation to a degree significantly greater than the CR and the control groups.;The sample consisted of sixty eighth grade volunteers, twenty from each of three middle schools in a local area school district. Six groups were formed of ten su

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Hemmy, Laura Sue. "Educational attainment and rate of cognitive decline in Alzheimer's disease." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1189.

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Messenger, Carla Lynn. "Anxiety Sensitivity and Panic among College Students: Cognition, Emotion, and Somatic Symptoms." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539626146.

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