Dissertations / Theses on the topic 'Learning, Psychology of'
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Gudkova, N. "The psychology of learning a foreign language." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13057.
Full textSmith, Tamarah. "Factors Related to Undergraduate Psychology Majors Learning Statistics." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216603.
Full textPh.D.
Factors Related to Undergraduate Psychology Majors Learning Statistics Tamarah Faye Smith Doctor of Philosophy: Educational Psychology Major Advisor: Dr. Frank Farley The American Psychological Association (APA) has outlined goals for psychology undergraduates. These goals are aimed at several objectives including the need to build skills for interpreting and conducting psychological research (APA, 2007). These skills allow psychologists to conduct research that is covered in the media (Farley et al. 2009) and influences policy and law (Fischer, Stein & Heikkinen, 2009; Steinberg, Cauffman, Woolard, Graham & Banich, 2009a; Steinberg, Cauffman, Woolard, Graham & Banich, 2009b). One of the fundamental courses required for building these skills is statistics, a course that begins at the undergraduate level. Research has suggested that performance after completing statistics courses is weak for many students (Garfield, 2003; Hirsch & O'Donnell, 2001; Konold et al. 1993; Mulhern & Wylie, 2005; Schau & Mattern, 1997). The current study examined factors that may be related to performance on a statistical test. A sample of 231 students enrolled in or having already completed a statistics course for psychology majors completed a statistical skill questionnaire, built by the author, to measure performance with four APA outlined goals. To measure student attitudes the Survey of Attitudes Toward Statistics (SATS-36; Schau, 2003) was completed with adapted questions to measure perceived attitudes of peers and faculty toward statistics. Finally, questions pertaining to classroom techniques and content areas covered were assessed. Building off of social cognitive theory (SCT; Bandura, 1986) and expectancy-value theory (Eccles & Wigfield, 2002), it was expected that lower attitudes, such as low value and low interest, among the students and those perceived to be held by faculty and peers would be related to lower performance on the statistical test. A series of linear regressions were conducted and revealed no significant relationship between perceived faculty attitudes and performance. Students' own liking and positive affect ratings were positive predictors of performance indicating a gain of 3-4% on the statistical test. However, an interesting negative relationship emerged with respect to students' value of statistics and peer interest scores where performance on the statistical test decreased as value and peer interest increased. This may be demonstrating issues pertaining to the SATS-36 validity when measuring students' value as well as issues with the items created to measure perceived peer interest. The results of a factor analysis on perceived attitude measures for peers and faculty suggest that the need for more items is necessary, particularly for faculty attitudes. Finally, this study provides a first look at the performance of a sample of psychology students with APA goals for quantitative reasoning. Results showed that students performed best at reading basic descriptive statistics (M=74.5%), and worst when choosing statistical tests for a given research hypothesis (M=30%). Performance on questions pertaining to confidence intervals (M=38%) and discriminating between statistical and practical significance (M=39%) was also low. Future research can address limitations of this study by expanding the sample to include a broader range of psychology undergraduates and including additional items for measuring perceived attitudes. Other methodological approaches, such as experimental design and directly measuring faculty attitudes, should also be considered. Finally, further research and replication are necessary to determine if scores on the statistical test will continue to be low with other samples and varying question formats. These results can then be used to generate conversation about why and how students are, or are not, learning the appropriate quantitative skills.
Temple University--Theses
O'Donohue, Michael G. "The teaching and learning of statistics in psychology." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286861.
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.
Dickerhoof, Alison M. "Associative Learning versus Rule-Learning: A Computer Model of Pattern Phrasing Effects." Kent State University Honors College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1335706258.
Full textStratton, Nick. "Analytical psychology and learning theory towards the development of a unified model of learning." Thesis, University of Essex, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517284.
Full textBalleine, Bernard Walter. "Incentive learning." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240892.
Full textGriffin, Gerard Francis. "Aspects of the psychology of second language vocabulary list learning." Thesis, University of Warwick, 1992. http://wrap.warwick.ac.uk/36070/.
Full textLiew, Kong Meng. "Applications of Machine Learning in Exploratory Approaches to Cultural Psychology." Doctoral thesis, Kyoto University, 2021. http://hdl.handle.net/2433/263732.
Full text新制・課程博士
博士(人間・環境学)
甲第23271号
人博第986号
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)教授 内田 由紀子, 教授 齋木 潤, 教授 月浦 崇
学位規則第4条第1項該当
Doctor of Human and Environmental Studies
Kyoto University
DGAM
Hawkins, P. "Living the learning : An exploration of learning processes in primary learning communities and the development of a learning perspective to inform team development." Thesis, University of Bath, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376325.
Full textJägerskog, Ann-Sofie. "Pictures and a Thousand Words : Learning Psychology through Visual Illustrations and Testing." Licentiate thesis, Stockholms universitet, Psykologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-124302.
Full textLeung, Kit Hang. "Reflective learning in a Continuing Medical Education e-learning context." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32613.
Full textRésumé L'absence d'une définition opérationnelle de l'apprentissage réflexif est habituellement reconnue. Cette définition est nécessaire pour observer et documenter la pratique réflexive en recherche, en éducation et en développement professionnel continu. La présente recherche explicative vise à opérationnaliser l'apprentissage réflexif avec un cadre conceptuel et à valider ce cadre dans le contexte des activités de formation en ligne en éducation médicale continue (e-learning). Une revue de la littérature sur l'apprentissage réflexif et le « higher order thinking » a permis d'identifier les caractéristiques de l'apprentissage réflexif. Ces caractéristiques ont été organisées et représentées dans un cadre conceptuel (Reflective Learning Framework). Ce cadre conceptuel et la grille de codage correspondante ont été révisés lors d'une étude pilote. Le cadre conceptuel révisé a ensuite été validé par une étude qualitative de cas multiples qui incluait des cas « commentaires » fournis par 473 médecins de famille, et des cas « entrevues » fournis par 40 médecins de famille et six médecins spécialistes. Concernant les commentaires, un cas est défini comme étant un médecin de famille qui lit, évalue et commente, sur Internet, un synopsis d'article de recherche. Concernant les entrevues, un cas est défini comme étant un médecin de famille qui lit et évalue un synopsis sur Internet, et qui explique la logique sur laquelle repose son évaluation. Les commentaires écrits ont contribué à 1.776 cas « commentaires », et les transcriptions d'entrevues à 253 cas. Une analyse thématique fondée sur le cadre conceptuel et$
Soots, Lynn M. "The educator's portrayal of learning transformations in a positive psychology adult learning course room| A qualitative study." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700863.
Full textAs a relatively new field of psychology, positive psychology generates momentum to enlighten a reciprocating view of human nature, to look at human potential as opposed to human shortfalls. In the course of building the field and theoretical foundations, courses and programs in adult learning environments have been established to educate students. Quantitative measures of formative and summative evaluation evaluate one type of learning. Given the idea stemming from Aristotle philosophies that noted education as part of meaning in life (as cited in Curren, 2010), the established theoretical view that meaning itself is created by an individual and sets a path for a more flourishing life. Thus, by creating meaning from integrating established knowledge and new knowledge, the transformation processes takes place. For the reason that these types of transformations cannot be quantifiably measured, a collective case study was used to support the theoretical foundations for the presented research. The presented research paper reflects the critical element of data collection and interpretation. The research study details the qualitative dissertation exploration of the research question: How do educators teaching Positive Psychology in the adult learning environment describe students’ personal transformations in response to the curriculum? The specific research investigation was to explore the perceptions of the presiding educators and to realize their portrayals of the learning transformations in the positive Psychology adult learning environment. After addressing inclusive criteria for a bounded unit, data were collected from seven presiding educators of the adult learning positive psychology environment. Additionally, the participant wrote reflective narratives to deepen and widen the perspective of the study. The interviews consisted of conversational open-ended questions, and the narrative was a free-writing exercise to purposely unburden participants from parameters. From the data collected, a code list was generated and then categorized into themes through a constant comparison of similar of codes from within and between individual participant cases. The themes represented generated patterns across data that created a description the phenomenon associated with the research question. As a result of the findings, implications of usefulness and recommendations for further studies were discussed.
Sowden, Paul Timothy. "On perceptual learning." Thesis, University of Surrey, 1995. http://epubs.surrey.ac.uk/771375/.
Full textSchiefele, Ulrich. "Interest, learning, and motivation." Universität Potsdam, 1991. http://opus.kobv.de/ubp/volltexte/2009/3353/.
Full textYeganeh, Bauback. "Mindful Experiential Learning." Case Western Reserve University School of Graduate Studies / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=case1163023095.
Full textMalekane, Wendy Mapule. "Students' experiences of community engagement in an educational psychology practicum." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/23639.
Full textDissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
unrestricted
Washington, Dione. "Learning Models, Personality Traits, and Job Satisfaction in Forensic Psychology Practitioners." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7771.
Full textFarmer, Tim. "Understanding the learning experiences of university students with learning disabilities." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6062.
Full textJenkins, Victoria. "Parents with learning disabilities : a counselling psychology perspective. Volumes 1-3." Thesis, City University London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507261.
Full textGoss, Abigail. "Attitudes of support workers in learning disability services towards counselling psychology." Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/16817/.
Full textMak, Winfred. "The positive psychology of Chinese students learning English at UK universities." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/15516/.
Full textBurnard, Philip. "Learning from experience : nurse tutors' and student nurses' perceptions of experiential learning." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303729.
Full textRiedel, Beate. "Auditory implicit learning." Thesis, University of Glasgow, 2003. http://theses.gla.ac.uk/4884/.
Full textYik, Ping-chui. "Learning styles and language learning outcomes." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38598073.
Full textCagigas, Xavier E. "Cultural determinants of category learning." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3307160.
Full textTitle from first page of PDF file (viewed July 9, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 105-118).
Malekane, Wendy Mapule. "Students' experiences of community engagement in an educational psychology practicum." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-03302010-152226.
Full textBartos, Paul D. "Connectionist modelling of category learning." n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=155.
Full textBright, James. "Issues in implicit learning." Thesis, University of Nottingham, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359867.
Full textRay, Elizabeth Deborah. "Social and associative learning." Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266406.
Full textYao, Xin. "Word Learning in Context." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291060246.
Full textBurningham, Julie Ann. "A Simulation-based Approach to Educational Psychology." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2140.
Full textZhu, Qin. "Learning affordances for maximum distance throws in the context of learning to throw." [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:3315916.
Full textTitle from PDF t.p. (viewed on May 8, 2009). Source: Dissertation Abstracts International, Volume: 69-07, Section: B, page: 4466. Advisers: Geoffrey P. Bingham; John B. Shea.
Oshima-Takane, Yuriko. "The learning of pronouns /." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=71959.
Full textKersten, Alan Wayne. "Event category learning." Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/30882.
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 textDixon, Wallace E. Jr, Brenda J. Salley, and Andrea D. Clements. "Temperament, Distraction, and Learning in Toddlerhood." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4900.
Full textTsang, Nai-Ming. "Learning styles and associated learning barriers on a social work course in Hong Kong." Thesis, Middlesex University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254869.
Full textBaddeley, Hilary Ann. "Physiotherapy students' learning strategies and worries : their relevance for behavioural science teaching and learning." Thesis, University of East London, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293365.
Full textShikano, Teruyuki. "Effect of instructions in category learning." Thesis, Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/30966.
Full textKelly, Stephen William. "Experiments in implicit learning." Thesis, University of Glasgow, 1997. http://theses.gla.ac.uk/4989/.
Full textKalra, Priya. "Implicit Learning: Development, Individual Differences, and Educational Implications." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16460206.
Full textHuman Development and Education
McVeigh, Elizabeth. "Learning : dimensions of strategy use." Thesis, Queen's University Belfast, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334481.
Full textThornton, Christopher James. "Concept learning as data compression." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278809.
Full textRichardson, G. P. "Category names and category learning." Thesis, University of Stirling, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306826.
Full textHedberg, Silfverberg Emma-Sophia. "Cultural-historical psychology as a basis for learning to use CSCW systems." Thesis, University of Skövde, School of Humanities and Informatics, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-901.
Full textComputer-Supported Cooperative Work (CSCW) is a growing field, which aims at facilitating, by means of technology, coordination and communication between people, working together. One problem within the area is that users often have problems learning the systems. Activity theory, a theoretical framework often used within CSCW, includes theories of learning, which however, have received relatively little attention within CSCW. Activity theory, as developed by Leont'ev, stems from Vygotsky's cultural-historical theory, and has been further developed by Gal'perin. In this thesis the theories of learning in the works of Vygotsky, Leont'ev, and Gal'perin in particular, have been applied to CSCW in order to investigate the contribution these theories can make to support learning within CSCW. Several conclusions are drawn from the theories analysed in this thesis. To begin with, learning should take place in social settings. Learners also need to be motivated to learn and need to be oriented in the learning task before performing the action to be learned. They need to be guided by a teacher, who asks guiding questions during the learning process. It is of importance that the learner performs the action to be learned him- or herself and describes, both verbally and quietly, what he or she is doing. During the performance of the action, the learner should manipulate material or materialised objects. The conclusions from the analysis are summarised in a number of guiding principles for CSCW system training that may provide a theoretical starting point for taking a closer look at learning problems pointed out within CSCW.
Norris, Toni Louise. "The personal, career and learning skill needs of first year psychology students." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/140.
Full textUllman, Tomer David. "On the nature and origin of intuitive theories : learning, physics and psychology." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/97788.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 221-236).
This thesis develops formal computational models of intuitive theories, in particular intuitive physics and intuitive psychology, which form the basis of commonsense reasoning. The overarching formal framework is that of hierarchical Bayesian models, which see the mind as having domain-specific hypotheses about how the world works. The work first extends models of intuitive psychology to include higher-level social utilities, arguing against a pure 'classifier' view. Second, the work extends models of intuitive physics by introducing a ontological hierarchy of physics concepts, and examining how well people can reason about novel dynamic displays. I then examine the question of learning intuitive theories in general, arguing that an algorithmic approach based on stochastic search can address several puzzles of learning, including the 'chicken and egg' problem of concept learning. Finally, I argue the need for a joint theory-space for reasoning about intuitive physics and intuitive psychology, and provide such a simplified space in the form of a generative model for a novel domain called Lineland. Taken together, these results forge links between formal modeling, intuitive theories, and cognitive development.
by Tomer David Ullman.
Ph. D.
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.
Full textTitle 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.
Barcus, Karina-Mikayla C. "Auditory Category Learning of Modal Concepts." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1428416128.
Full text