Dissertations / Theses on the topic 'Cognitive learning'
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Fonooni, Benjamin. "Cognitive Interactive Robot Learning." Doctoral thesis, Umeå universitet, Institutionen för datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-97422.
Full textAtt bygga autonoma robotar som passar ett stort antal olika användardefinierade applikationer kräver ett språng från dagens specialiserade maskiner till mer flexibla lösningar. För att nå detta mål, bör man övergå från traditionella förprogrammerade robotar till robotar som själva kan lära sig nya färdigheter. Learning from Demonstration (LfD) och Imitation Learning (IL), där roboten lär sig genom att observera en människa eller en annan robot, är bland de mest populära inlärningsteknikerna. Att visa roboten hur den ska utföra en uppgift är ofta mer naturligt och intuitivt än att modifiera ett komplicerat styrprogram. Men att lära robotar nya färdigheter så att de kan reproducera dem under nya yttre förhållanden, på rätt tid och på ett lämpligt sätt, kräver god förståelse för alla utmaningar inom området. Studier av LfD och IL hos människor och djur visar att flera kognitiva förmågor är inblandade för att lära sig nya färdigheter på rätt sätt. De mest anmärkningsvärda är förmågan att rikta uppmärksamheten på de relevanta aspekterna i en demonstration, och förmågan att anpassa observerade rörelser till robotens egen kropp. Dessutom är det viktigt att ha en klar förståelse av lärarens avsikter, och att ha förmågan att kunna generalisera dem till nya situationer. När en inlärningsfas är slutförd kan stimuli trigga det kognitiva systemet att utföra de nya färdigheter som blivit en del av robotens repertoar. Målet med denna avhandling är att utveckla metoder för LfD som huvudsakligen fokuserar på att förstå lärarens intentioner, och vilka delar av en demonstration som ska ha robotens uppmärksamhet. Den föreslagna arkitekturen innehåller de kognitiva funktioner som behövs för lärande och återgivning av högnivåaspekter av demonstrationer. Flera inlärningsmetoder för att rikta robotens uppmärksamhet och identifiera relevant information föreslås. Arkitekturen integrerar motorkommandon med begrepp, föremål och omgivningens tillstånd för att säkerställa korrekt återgivning av beteenden. Ett annat huvudresultat i denna avhandling rör metoder för att lösa tvetydigheter i demonstrationer, där lärarens intentioner inte är klart uttryckta och flera demonstrationer är nödvändiga för att kunna förutsäga intentioner på ett korrekt sätt. De utvecklade lösningarna är inspirerade av modeller av människors minne, och en primingmekanism används för att ge roboten ledtrådar som kan öka sannolikheten för att intentioner förutsägs på ett korrekt sätt. De utvecklade teknikerna har, i tillägg till robotinlärning, använts i ett halvautomatiskt system (shared control) baserat på visuellt guidade beteenden och primingmekanismer. Arkitekturen och inlärningsteknikerna tillämpas och utvärderas i flera verkliga scenarion som kräver en tydlig förståelse av mänskliga intentioner i demonstrationerna. Slutligen jämförs de utvecklade inlärningsmetoderna, och deras applicerbarhet under olika förhållanden diskuteras.
INTRO
Yoder, Ryan J. "Learning Cognitive Feedback Specificity during Training and the Effect on Learning for Cognitive Tasks." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1256155902.
Full textYoder, Ryan J. "Learning cognitive feedback specificity during training and the effect of learning for cognitive tasks." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1256155902.
Full text任春華 and Chun-wa Yum. "Learning strategies and cognitive engagement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41717053.
Full textYum, Chun-wa. "Learning strategies and cognitive engagement." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41717053.
Full textReeder, Sarah. "Relationships in Aging, Cognitive Processes, and Contingency Learning." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/259.
Full textWong, Pik-ha. "Cognitive obstacles in learning the laws of indices." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834216.
Full textStrehler, Anne. "The relationship between cognitive load, cognitive style and multimedia learning." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10282008-120644/.
Full textLeboe, Jason P. Milliken Bruce. "The inferential basis of perceptual performance /." *McMaster only, 2002.
Find full textEleftheriou, Georgie. "Cognitive reinforcement learning across the lifespan." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616939.
Full textBall, N. R. "Cognitive maps in Learning Classifier Systems." Thesis, University of Reading, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280670.
Full textBaban, Shaswar Tharwat Mohammed. "Context-aware cognitive radios learning from data using machine learning techniques." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/contextaware-cognitive-radios-learning-from-data-using-machine-learning-techniques(674aef35-8640-41d2-97b2-922182f096cc).html.
Full textBevington, Jason P. "Cognitive management : using cognitive therapy to facilitate organisational change and learning." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/26327.
Full textLee, Saebyul. "Learning Abstract Numbers in Concrete Environment." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482751226985893.
Full textNoble, Rhonda. "An assessment of student cognition in basic instruction bowling classes." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2539.
Full textTitle from document title page. Document formatted into pages; contains viii, 152, [25] p. : ill. Includes abstract. Includes bibliographical references (p. 141-152).
Geddes, Bruce Wynter. "The effects of learning goals on implicit and explicit learning." Thesis, Durham University, 1997. http://etheses.dur.ac.uk/4898/.
Full textShaik, Kadir Munirah. "Enlightening Science: Addressing the Cognitive and Non-Cognitive Aspects of Science Learning." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/62b15f077f8030a2d790b4b72bc33a91600baaf09ed4f6985e88b65dd6c99d62/6070465/SHAIK_KADIR_2018_Enlightening_science_addressing_the_cognitive_and.pdf.
Full textTuraga, Srinivas C. "Learning image segmentation and hierarchies by learning ultrametric distances." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54626.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (p. 100-105).
In this thesis I present new contributions to the fields of neuroscience and computer science. The neuroscientific contribution is a new technique for automatically reconstructing complete neural networks from densely stained 3d electron micrographs of brain tissue. The computer science contribution is a new machine learning method for image segmentation and the development of a new theory for supervised hierarchy learning based on ultrametric distance functions. It is well-known that the connectivity of neural networks in the brain can have a dramatic influence on their computational function . However, our understanding of the complete connectivity of neural circuits has been quite impoverished due to our inability to image all the connections between all the neurons in biological network. Connectomics is an emerging field in neuroscience that aims to revolutionize our understanding of the function of neural circuits by imaging and reconstructing entire neural circuits. In this thesis, I present an automated method for reconstructing neural circuitry from 3d electron micrographs of brain tissue. The cortical column, a basic unit of cortical microcircuitry, will produce a single 3d electron micrograph measuring many 100s terabytes once imaged and contain neurites from well over 100,000 different neurons. It is estimated that tracing the neurites in such a volume by hand would take several thousand human years. Automated circuit tracing methods are thus crucial to the success of connectomics. In computer vision, the circuit reconstruction problem of tracing neurites is known as image segmentation. Segmentation is a grouping problem where image pixels belonging to the same neurite are clustered together. While many algorithms for image segmentation exist, few have parameters that can be optimized using groundtruth data to extract maximum performance on a specialized dataset. In this thesis, I present the first machine learning method to directly minimize an image segmentation error. It is based the theory of ultrametric distances and hierarchical clustering. Image segmentation is posed as the problem of learning and classifying ultrametric distances between image pixels. Ultrametric distances on point set have the special property that
(cont.) they correspond exactly to hierarchical clustering of the set. This special property implies hierarchical clustering can be learned by directly learning ultrametric distances. In this thesis, I develop convolutional networks as a machine learning architecture for image processing. I use this powerful pattern recognition architecture with many tens of thousands of free parameters for predicting affinity graphs and detecting object boundaries in images. When trained using ultrametric learning, the convolutional network based algorithm yields an extremely efficient linear-time segmentation algorithm. In this thesis, I develop methods for assessing the quality of image segmentations produced by manual human efforts or by automated computer algorithms. These methods are crucial for comparing the performance of different segmentation methods and is used through out the thesis to demonstrate the quality of the reconstructions generated by the methods in this thesis.
by Srinivas C. Turaga.
Ph.D.
Campbell, Bruce. "Age Matters: The Cognitive Strategies and Benefits of Learning Among College-Degreed Older Adults." [Yellow Springs, Ohio] : Antioch University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1140733437.
Full textTitle from PDF t.p. (viewed Mar. 27, 2007). Advisor: Alan Guskin, Ph.D. Keywords: late life learning, cognitive strategies, mental acuity, benefits of learning, lifespan learning, importance of learning. Includes bibliographical references (p. 217-227).
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.
Full textKrundel, Ludovic. "On microelectronic self-learning cognitive chip systems." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/21804.
Full textEaton, Dennis. "Cognitive and affective learning in outdoor education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ41587.pdf.
Full textDurand, Marianne. "Nonverbal learning difficulties : mathematical and cognitive deficits." Thesis, University of York, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424523.
Full textSwainson, Rachel. "Cognitive flexibility and learning in Parkinson's disease." Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624971.
Full textValle, Arias Antonio, Cabanach Ramón González, Lozano Alfonso Barca, and Pérez José Carlos Núñez. "Cognitive-motivational dimmensions and self-regulated learning." Pontificia Universidad Católica del Perú, 1996. http://repositorio.pucp.edu.pe/index/handle/123456789/99958.
Full textEl artículo analiza el aprendizaje escolar donde una perspectiva cognitivo- motivacional, en la que se destacan una serie de ideas relevantes de profundizar en la comprensión de los factores cognitivo-motivacionales que inciden en el aprendizaje escolar.
Azmat, Freeha. "Machine learning and energy efficient cognitive radio." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/85990/.
Full textSmith, Shelley L. "The cognitive learning styles of international students." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3731.
Full textPate, Shari Ann. "Web tools: An aid for cognitive learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2777.
Full textStachenfeld, Kimberly. "Learning Neural Representations that Support Efficient Reinforcement Learning." Thesis, Princeton University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824319.
Full textRL has been transformative for neuroscience by providing a normative anchor for interpreting neural and behavioral data. End-to-end RL methods have scored impressive victories with minimal compromises in autonomy, hand-engineering, and generality. The cost of this minimalism in practice is that model-free RL methods are slow to learn and generalize poorly. Humans and animals exhibit substantially improved flexibility and generalize learned information rapidly to new environment by learning invariants of the environment and features of the environment that support fast learning rapid transfer in new environments. An important question for both neuroscience and machine learning is what kind of ``representational objectives'' encourage humans and other animals to encode structure about the world. This can be formalized as ``representation feature learning,'' in which the animal or agent learns to form representations with information potentially relevant to the downstream RL process. We will overview different representational objectives that have received attention in neuroscience and in machine learning. The focus of this overview will be to first highlight conditions under which these seemingly unrelated objectives are actually mathematically equivalent. We will use this to motivate a breakdown of properties of different learned representations that are meaningfully different and can be used to inform contrasting hypotheses for neuroscience. We then use this perspective to motivate our model of the hippocampus. A cognitive map has long been the dominant metaphor for hippocampal function, embracing the idea that place cells encode a geometric representation of space. However, evidence for predictive coding, reward sensitivity, and policy dependence in place cells suggests that the representation is not purely spatial. We approach the problem of understanding hippocampal representations from a reinforcement learning perspective, focusing on what kind of spatial representation is most useful for maximizing future reward. We show that the answer takes the form of a predictive representation. This representation captures many aspects of place cell responses that fall outside the traditional view of a cognitive map. We go on to argue that entorhinal grid cells encode a low-dimensional basis set for the predictive representation, useful for suppressing noise in predictions and extracting multiscale structure for hierarchical planning.
Salovaara, H. (Hanna). "Achievement goals and cognitive learning strategies in dynamic contexts of learning." Doctoral thesis, University of Oulu, 2005. http://urn.fi/urn:isbn:9514277635.
Full textTiivistelmä Tutkimuksessa tarkastellaan yläasteen oppilaiden motivationaalisia tavoitteita ja kognitiivisia oppimisstrategioita tietokoneavusteisen kollaboratiivisen oppimisen sekä tutkivan pedagogisen lähestymistavan periaatteita noudattavissa oppimistilanteissa. Teoreettisesti tutkimus nojautuu sosiokognitiiviseen näkemykseen oppimisesta ja korostaa kontekstuaalista lähestymistapaa, jossa painotetaan oppijoiden yksilöllisten ja kontekstiin sidottujen tulkintojen merkitystä. Taustalla on näkemys oppimisen kontekstien ainutlaatuisuudesta, jatkuvasta muuttumisesta ja dynaamisuudesta, joka puolestaan vaikuttaa oppimisen motivationaalisiin ja tiedollisiin prosesseihin. Tutkimus koostuu neljästä itsenäisestä empiirisestä artikkelista sekä tutkimuksen teoreettisen taustan, tavoitteet, menetelmät ja tulokset kokoavasta yhteenveto-osasta. Tutkimuksen teoreettisessa osassa pyritään hahmottamaan motivationaalisten saavutustavoitteiden sekä kognitiivisten oppimisstrategoiden välisiä yhteyksiä sekä niiden merkitystä oppimisprosessin kokonaisuudessa. Tutkimuksen keskeiset käsitteet, motivationaaliset tavoitteet ja kognitiiviset oppimisstrategiat esitetään osana oppimisen itsesäätelyn teoreettista viitekehystä. Kolmivuotisessa tutkimuksessa toteutettiin pedagoginen interventio, jossa ryhmä oppilaita työskenteli yläasteen ajan tietokoneavusteisen kollaboratiivisen oppimisympäristön tukemana tutkivan oppimisen mallia noudattaen äidinkielen tunneilla. Oppilaiden motivaatiota ja kognitiivisia oppimistrategioita tarkasteltiin useiden menetelmien avulla. Pääosan tutkimuksen aineistosta muodostavat oppilaiden toistetut kvantitatiiviset itsearviot sekä kvalitatiiviset prosessisuuntautuneet haastattelut. Kokonaisuudessaan neljässä empiirisessä artikkelissa raportoidun tutkimuksen tulokset osoittavat, että sekä motivationaalisiin tavoitteisiin että kognitiivisiin oppimisstrategioihin liittyy tilannesidonnainen ulottuvuus, jossa oppijoiden omilla henkilökohtaisilla tulkinnoilla on suuri merkitys. Lisäksi tutkimuksen tulokset kuvasivat motivaation ja kognitiivisten strategioiden vuorovaikutusta oppimisessa ja nostivat esiin tarpeen tarkastella oppimista eri osaprosessien välisen dynamiikan kautta. Tutkimuksen pitkittäistulokset osoittavat pitkäjänteisen tutkimuksen olevan tarpeen pedagogisten interventioiden sekä oppimiskontekstien dynamiikan tutkimisessa. Erityisesti haastatteluaineistosta esiin nostetut tulokset osoittavat sosiaalisen kontekstin merkitystä oppimisen kognitiivisissa ja motivationaalisissa prosesseissa sekä oppimisen itsesäätelyssä
Thomas, Charles Nolan. "The relationships between cognitive deficits and spiritual development." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
Full textBarton, John Wesley. "Fluid intelligence and use of cognitive learning strategies /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textRucinski, Marek. "Modelling learning to count in humanoid robots." Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/2995.
Full textCASTOLDI, VALERIA. "THE INTERACTION BETWEEN HIGH COGNITIVE ABILITIES, LEARNING AND CULTURE." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2017. http://hdl.handle.net/10281/153290.
Full textOne of the purpose of Cognitive Psychology is the comprehension of the cognitive factors related to human intelligence, in order to formulate explanatory models of the mind processes. In my thesis I tried to define the concept of intelligence as the sum of conscious and unconscious processes linked to our knowledge and related with specific cognitive abilities, such as reasoning and problem solving. I also investigated the interaction between intelligence, learning and culture, considered as exogenous factors which would be involved in individual differences. Three studies were, therefore, conducted. The first study concerns the insight problem solving in childhood, in interaction with the pragmatic-interpretive skills of the language that would develop through learning in social situations. The second study is still focused on the insight problems, but in adulthood: the performance in this kind of problems would be influenced by the cultural differences and by the interactions with specific cognitive factors such as the Inhibitory Ability and Mindfulness. In the third study, intelligence and reasoning skills are analyzed in a group of secondary school students in relation to some specific learning contexts. Results underlie the need to better define the concept of intelligence and the involvement of culture and learning in its evolution.
Yeung, Chui-ngan, and 楊翠顔. "Exploring the cognitive conflict in learning through Knowledge Forum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B26835939.
Full textÖstergren, Rickard. "Mathematical Learning Disability : Cognitive Conditions, Development and Predictions." Doctoral thesis, Linköpings universitet, Psykologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-96799.
Full textAvhandlingens syfte var att testa och kontrastera hypoteser om vilka kognitiva förutsättningar som är centrala för utvecklandet av matematiska inlärningssvårigheter (MLD) hos barn. De hypoteser som prövas i avhandlingen är följande: a) den domängenerella hypotesen, detta innebär att den förmodade störningen/nedsättningen finns primärt i barnets generella förmågor, främst då i arbetsminnes funktioner. b) en nedsättning i den medfödda approximativa antalsuppfattningen. c) nedsättning i den exakta antalskodningen. d) nedsättning gällande kopplingen mellan den kulturellt betingande symboliska nivå (räkneord och siffror) samt den medfödda antalsuppfattningen (eller antalskodningen). e) slutligen prövas även hypotesen att MLD kan härröras från flera nedsättningar i dessa förmågor. I tre studier undersöktes kopplingen mellan kognitiva förmågor och aritmetik. i studie1 och 3 jämfördes grupper av barn med MLD (eller risk för MLD) med grupper av barn som inte hade MLD i studie 2 undersöktes kopplingen mellan förmågorna verbalt arbetsminne och tidig sifferkunskap samt tidig aritmetiskförmåga. Sammantaget indikerar resultaten från denna avhandling att det kan vara både multipla och enstaka kognitiva förmågor, primärt i den approximativa antalsuppfattningen samt i arbetsminnesfunktioner, som kan fungera som riskförutsättningar för utvecklande av MLD hos barn. Dock måste dessa förmågor samspela med andra faktorer som kan fungera kompensatoriskt eller riskhöjande för utvecklandet av MLD. En förenklad utvecklingsmodell med utgångspunkten i resultaten från studierna samt von Asters och Shalevs (2007) modell föreslås. Syftet med modellen är att den ska kunna användas som teoretiskt ramverk för att förstå utvecklingen av MLD hos barn.
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.
Full textCette étude a examiné deux stratégies différentes d'apprendre à l'aide des diagrammes: le dessin de diagrammes tout en apprenant ou en apprenant sur la base des diagrammes préconstruits. Cent quatre-vingt-seize étudiants de lycée ont été aléatoirement placés dans une condition où soit ils dessinaient tout en se renseignant sur la façon dont les avions volent ou étudiaient à partir des diagrammes préconstruits. Avant l'étude, les stratégies de connaissance et d'élaboration des étudiants ont été vérifiées. Pendant l'étude sous l'une ou l'autre des conditions, les étudiants signalaient leur effort mental. Suite à cela, l'étude des étudiants est examinée sur une tâche semblable et une tâche de transfert. Cadre théorique de Cook (2006), qui combine la théorie de la connaissance antérieure et de charge cognitive sur les représentations visuelles dans l'éducation de la science, ont été employés pour analyser les résultats. Les résultats ont prouvé que l'effort mental des étudiants a augmenté sensiblement sous condition de dessin, pourtant les résultats sur le post-test étaient mitigés. En règle générale, les étudiants ont fait plus ou moins mauvais sur les mesures de post-test quand ils ont appris en traçant des diagrammes au contraire de l'utilisation des diagrammes préconstruits pour apprendre. Cependant, les étudiants ayant une faible connaissance de base ont mieux exécuté le post-test en traçant leurs propres diagrammes. Les stratégies d'élaborations n'ont pas exercé d' effet sur l'accomplissement ou l'effort mental des étudiants pour chacune des conditions.
Wong, Pik-ha, and 王碧霞. "Cognitive obstacles in learning the laws of indices." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957559.
Full textDaCosta, 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.
Full textPh.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
Cuevas, Haydee. "TRANSFORMING LEARNING INTO A CONSTRUCTIVE COGNITIVE AND METACOGNITIVE." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3931.
Full textPh.D.
Department of Psychology
Arts and Sciences
Psychology
Fath, El-Bab Mohamed. "Cognitive event related potentials during a learning task." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367971.
Full textChen, Ye. "Fuzzy Cognitive Maps: Learning Algorithms and Biomedical Applications." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1423581705.
Full textAwe, Olusegun P. "Machine learning algorithms for cognitive radio wireless networks." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/19609.
Full textBozeman, Marci L. "The impact of service-learning on cognitive development." Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-02132009-171324/.
Full textJiang, Tao. "Reinforcement learning-based spectrum sharing for cognitive radio." Thesis, University of York, 2011. http://etheses.whiterose.ac.uk/1960/.
Full textTio, Yee Pin. "COGNITIVE EFFECTS OF LEARNING MANDARIN CHINESE NUMERAL CLASSIFIERS." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/2004.
Full textKovanovic, Vitomir. "Assessing cognitive presence using automated learning analytics methods." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/28759.
Full textStelljes, Andrew D. "Service-learning and cognitive development: An exploratory study." W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1550154171.
Full textKhalil, M. S. "Computer-assisted cognitive remediation with learning disabled children : an evaluation using cognitive-neuropsychological model." Thesis, University of Newcastle Upon Tyne, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334458.
Full textTobias, 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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