Tesis sobre el tema "Feedback (Psychology) . Cognitive science. Learning"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 50 mejores tesis para su investigación sobre el tema "Feedback (Psychology) . Cognitive science. Learning".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore tesis sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
Gardner, Dianne University of New South Wales/Sydney University AGSM UNSW. "The role of feedback about errors in learning a complex novel task". Awarded by:University of New South Wales/Sydney University. AGSM, 2003. http://handle.unsw.edu.au/1959.4/32230.
Texto completoVan, Buskirk Wendi Lynn. "Investigating the optimal presentation of feedback in simulation-based training an application of the cognitive theory of multimedia learning". Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5071.
Texto completoID: 029808925; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 114-123).
Ph.D.
Doctorate
Psychology
Sciences
Yoder, 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.
Texto completoYoder, 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.
Texto completoLin, Hui-Ju. "Bilingualism, feedback, cognitive capacity, and learning strategies in L3 development". Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/453905362/viewonline.
Texto completoHu, Hongzhan. "Exploring the concept of feedback with perspectives from psychology and cognitive science". Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-107090.
Texto completoElwin, Ebba. "Learning with selective feedback effects on performance and coding of unknown outcomes /". Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-106880.
Texto completoRitter, 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.
Texto completoResearch 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 recurrent prefrontal network to execute arbitrary RL algorithms—including model-based RL—in its activations.
In parallel, a nascent understanding of a third reinforcement learning system is emerging: a non-parametric system that stores memory traces of individual experiences rather than aggregate statistics. Research on such episodic learning has revealed its unmistakeable traces in human behavior, developed theory to articulate algorithms underlying that behavior, and pursued the contention that the hippocampus is centrally involved. These developments lead to a set of open questions about (1) how the neural mechanisms of episodic learning relate to those underlying incremental model-free and model-based learning and (2) how the brain arbitrates among the contributions of this abundance of valuation strategies.
This thesis extends meta-RL to provide an account for episodic learning, incremental learning, and the coordination between them. In this theory of episodic meta-RL (EMRL), episodic memory reinstates activations in the prefrontal network based on contextual similarity, after passing them through a learned gating mechanism (Chapters 1 and 2). In simulation, EMRL can solve episodic contextual water maze navigation problems and episodic contextual bandit problems, including those with Omniglot class contexts and others with compositional structure (Chapter 3). Further, EMRL reproduces episodic model-based RL and its coordination with incremental model-based RL on the episodic two-step task (Vikbladh et al., 2017; Chapter 4). Chapter 5 discusses more biologically detailed extensions to EMRL, and Chapter 6 analyzes EMRL with respect to a set of recent empirical findings. Chapter 7 discusses EMRL in the context of various topics in neuroscience.
Ridley, Elizabeth. "Error-Related Negativity and Feedback-Related Negativity on a Reinforcement Learning Task". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3714.
Texto completoLangley, Paul Andrew. "An experimental study of the impact of online cognitive feedback on performance and learning in an oil producers microworld". Thesis, London Business School (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321806.
Texto completoBelavkin, Roman V. "On emotion, learning and uncertainty : a cognitive modelling approach". Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/13768/.
Texto completoVahie, Sankait 1968. "Dynamic neuronal ensembles: A new paradigm for learning". Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290699.
Texto completoVan, Vugt Floris. "Sounds on time: auditory feedback in motor learning, re-learning and over-learning of timing regularity". Phd thesis, Université Claude Bernard - Lyon I, 2013. http://tel.archives-ouvertes.fr/tel-00915893.
Texto completoLado, Beatriz. "The role of bilingualism, type of feedback, and Cognitive Capacity in the acquisition of non-primary languages a computer-based study /". Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/436709147/viewonline.
Texto completoSalinas, Barrios Ivan Eduardo. "Embodied experiences for science learning| A cognitive linguistics exploration of middle school students' language in learning about water". Thesis, The University of Arizona, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3634266.
Texto completoI investigated linguistic patterns in middle school students' writing to understand their relevant embodied experiences for learning science. Embodied experiences are those limited by the perceptual and motor constraints of the human body. Recent research indicates student understanding of science needs embodied experiences. Recent emphases of science education researchers in the practices of science suggest that students' understanding of systems and their structure, scale, size, representations, and causality are crosscutting concepts that unify all scientific disciplinary areas. To discern the relationship between linguistic patterns and embodied experiences, I relied on Cognitive Linguistics, a field within cognitive sciences that pays attention to language organization and use assuming that language reflects the human cognitive system. Particularly, I investigated the embodied experiences that 268 middle school students learning about water brought to understanding: i) systems and system structure; ii) scale, size and representations; and iii) causality. Using content analysis, I explored students' language in search of patterns regarding linguistic phenomena described within cognitive linguistics: image schemas, conceptual metaphors, event schemas, semantical roles, and force-dynamics. I found several common embodied experiences organizing students' understanding of crosscutting concepts. Perception of boundaries and change in location and perception of spatial organization in the vertical axis are relevant embodied experiences for students' understanding of systems and system structure. Direct object manipulation and perception of size with and without locomotion are relevant for understanding scale, size and representations. Direct applications of force and consequential perception of movement or change in form are relevant for understanding of causality. I discuss implications of these findings for research and science teaching.
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.
Texto completoGraham, James T. "Development of Functional Requirements for Cognitive Motivated Machines". Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1455711952.
Texto completoMiranda, David J. "Music Blocks: Design and Preliminary Evaluation of Interactive Tangible Block Games with Audio and Visual Feedback for Cognitive Assessment and Training". Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1516970991068766.
Texto completoJagodnik, Kathleen M. "Reinforcement Learning and Feedback Control for High-Level Upper-Extremity Neuroprostheses". Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1395789620.
Texto completoFasel, Ian Robert. "Learning real-time object detectors probabilistic generative approaches /". Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3216357.
Texto completoTitle from first page of PDF file (viewed July 24, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 87-91).
Passmore, Gregory. "The effects of Gowin's vee heuristic diagraming and concept mapping on meaningful learning in the radiation science classroom and laboratory /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737850.
Texto completoMarks, Tim K. "Facing uncertainty 3D face tracking and learning with generative models /". Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3196545.
Texto completoTitle from first page of PDF file (viewed February 27, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 143-148).
Williams, Nadina Melina. "Cross-Cultural Study of the Predictors of Learning in Children Ages 11-15 Years Old". UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/806.
Texto completoThorsén, Karolina y Anna Lindström. "Trust in human-computer relationships : Do cross country skiers have trust towards a physical intelligent tutoring system as an accurate feedback on performance?" Thesis, Umeå universitet, Institutionen för psykologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149596.
Texto completoHusain, Ahraz. "Understanding How Developers Work on Change Tasks Using Interaction History and Eye Gaze Data". Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1452160567.
Texto completoBrown, Maria D. "Does Retrieval Practice Among Medical Trainees Promote Recognition, Diagnosis and Treatment of Eating Disorders?" The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1606914020488199.
Texto completoLarsson, Sundqvist Max. "Do repeated judgments of learning lead to improved memory?" Thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-59022.
Texto completoJennings, Michael. "Effect of Attentional Capture and Cross-Modal Interference in Multisensory Cognitive Processing". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4793.
Texto completoDoan, Charles A. "Connecting Unsupervised and Supervised Categorization Behavior from a Parainformative Perspective". Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1521548439515138.
Texto completoChen, Wei. "Developing a Framework for Geographic Question Answering Systems Using GIS, Natural Language Processing, Machine Learning, and Ontologies". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388065704.
Texto completoRodriguez, Michael. "Learning Strategies Employed by College Aged Students with Disabilities: The Link Between Metacognition, Motivation, and Working Memory". UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/856.
Texto completoMaxfield, Marian Belle. "The Effects of Small Group Cooperation Methods and Question Strategies on Problem Solving Skills, Achievement, and Attitude during Problem-Based Learning". Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1301113251.
Texto completoPark, Allison M. "Comparing the Cognitive Demand of Traditional and Reform Algebra 1 Textbooks". Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/hmc_theses/9.
Texto completoSrinivasan, Ramprakash. "Computational Models of the Production and Perception of Facial Expressions". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531239299392184.
Texto completoBlack, Arianna Louise. "Evaluation of the AWARES Mentorship Program on Female Engineering Students’ Career Self-Efficacy". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587054612430114.
Texto completoMcKim, Alison. "The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?" Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.
Texto completoSouza, Graziela Ferreira de. "Mapas conceituais no ensino de ciências: uma proposta para a aprendizagem significativa de conceitos científicos nos anos iniciais". Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2473.
Texto completoO presente trabalho teve como objetivo analisar as contribuições do uso dos Mapas Conceituais como ferramenta potencializadora da Aprendizagem Significativa no ensino de ciências, para os anos iniciais do Ensino Fundamental, especificamente em uma turma de 5° ano de uma escola municipal da cidade de Ponta Grossa - PR. Para de alcançar tal objetivo, desenvolveu-se uma pesquisa, com enfoque qualitativo de cunho interpretativo, junto a 30 alunos dos anos iniciais do ensino fundamental, durante o primeiro semestre de 2016, totalizando 30 horas/aula. Para isso propôs-se o trabalho com abordagem sobre mapas conceituais e aplicaram-se atividades pedagógicas com enfoque no tema Energia, de modo a analisar o percurso de aprendizagem. Como aporte teórico para a pesquisa, foram estudados David Ausubel e Joseph Novak sobre a Teoria da Aprendizagem Significativa e Mapas Conceituais, bem como pesquisadores referentes ao Ensino de Ciências e a perspectiva da Alfabetização Científica e Tecnológica. Considerando o quadro teórico estabelecido, a pesquisa de campo desenvolveu-se em duas etapas: primeiramente aplicaram-se atividades de familiarização com mapas conceituais, de modo que ao longo de 10 horas/aula os alunos pudessem conhecer os elementos constitutivos desse recurso representacional. Na segunda etapa da pesquisa elaborou-se um roteiro de atividades didático-pedagógicas, em torno do tema gerador Energia. Nessa etapa aplicou-se uma sequência de atividades pedagógicas sobre a temática, e durante o processo de ensino aprendizagem, sistematizou-se e registraram-se o percurso de aprendizagem por meio da construção de mapas conceituais. Os mapas conceituais elaborados pelos alunos durante a aplicação da segunda etapa de pesquisa compuseram a análise da aprendizagem à luz das ideias de Novak. Com base na interpretação dos dados, identificou-se a ocorrência da aprendizagem significativa em relação aos conceitos científicos estudados, com ampliação do conhecimento e sua relação com a sociedade, aspectos evidenciados na alfabetização científica. Deste modo, foi possível inferir que para o contexto estudado os mapas conceituais foram um recurso potencialmente facilitador da aprendizagem significativa, dada à sua característica de representatividade da estrutura cognitiva dos alunos durante o processo de aprendizagem. Como produto educacional oriundo deste estudo, apresenta-se como material complementar um caderno de estratégias pedagógicas para professores, resultado das análises e registros do percurso de ensinoaprendizagem vivenciados nessa pesquisa.
This current study aimed to analyze the contributions of the use of concept maps as a potential tool for the Meaningful Learning in science teaching, for the initial years of elementary school, specifically in a class of 5th grade in a municipal school of the city of Ponta Grossa, in Paraná state. To achieve the aim, was developed a qualitative research of investigative nature with 30 students from the initial years of elementary school, in the beginning of 2016, totalizing 30 hours / class. For this, was offered an approach on conceptual maps and was applied pedagogical activities with focus on the theme Energy, in order to analyze the learning course. As theoretical contribution for the research, David Ausubel and Joseph Novak were studied on Theory of Meaningful Learning and Conceptual Maps, as well as researchers related to Science Teaching and a perspective of Scientific and Technological Literacy. Whereas the established theoretical framework, a field research was developed in two phases: first, it was applied familiarization activities with conceptual maps in 10 hours / class, where the students could know the constituent elements of representational resource. In the second stage of the research, was elaborated a script of didactic-pedagogical activities, on the generator theme Energy. In this stage, was offered an instructional approach of the theme during the teaching-learning process. The learning was systematized and registered through the construction of conceptual maps. The conceptual maps were elaborated by the students during an application of the second stage of the research composed the analysis of learning in the light of Novak's ideas. Based on the interpretation of the data, it was identified the occurrence of meaningful learning of the concepts scientific studied, with an increase in the understanding and knowledge and its relationship with the society, evidenced in scientific literacy. Thus, was possible to infer that, for the context studied, conceptual maps were a potential facilitator of meaningful learning, given its characteristic of representing the cognitive structure of the students during the learning process. As an educational product from this study, it was presented in a pedagogy strategic notebook for teachers, results of the analysis and process of teaching-learning in this research.
Atkinson, Megan E. "Move, Interact, and Connect Personally Barter Theatre’s Project REAL Gets Implicit In Order To Learn". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2510.
Texto completoFowler, Linda D. "Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States". FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1799.
Texto completoEllison, Cassandra J. "Recovery From Design". VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4884.
Texto completoGardner, Dianne. "The role of feedback about errors in learning a complex novel task /". 2003. http://www.library.unsw.edu.au/~thesis/adt-NUN/public/adt-NUN20030717.142800/index.html.
Texto completoDeFalco, Jeanine Antoinette. "Examining Motivational Feedback For Sensor-Free Detected Frustration Within Game-Based Learning". Thesis, 2016. https://doi.org/10.7916/D87W6CRV.
Texto completoHolden, Trudy Georgene. "Relationships among learning styles, metacognition, prior knowledge, attitude, and science achievement of grade 6 and 7 students in a guided inquiry explicit strategy instruction context". Thesis, 1996. http://hdl.handle.net/1828/6332.
Texto completo"Assessing Cognitive Learning of Analytical Problem Solving". Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.14257.
Texto completoDissertation/Thesis
Ph.D. Computer Science 2011
Menickelli, Justin. "The effectiveness of videotape feedback in sport examining cognitions in a self-controlled learning environment /". 2004. http://www.oregonpdf.org.
Texto completoIncludes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.
Colón-Acosta, Nirmaliz. "Learning to Code: Effects of Programming Modality in a Game-based Learning Environment". Thesis, 2019. https://doi.org/10.7916/d8-y3wf-t884.
Texto completoMalkiewich, Laura Jane. "Learning and Transfer from an Engineering Design Task: The Roles of Goals, Contrasting Cases, and Focusing on Deep Structure". Thesis, 2018. https://doi.org/10.7916/D8418DHB.
Texto completoGao, Jun. "Using Different Instructional Supports to Help Students Learn Emergent Processes". Thesis, 2020. https://doi.org/10.7916/d8-gz6x-wn77.
Texto completo"Differences That Make A Difference: A Study In Collaborative Learning". Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.14803.
Texto completoDissertation/Thesis
Ph.D. Curriculum and Instruction 2012
Reynolds, Jenni. "Investigating the effectiveness of multimedia presentation in reducing cognitive load for physical science learners". Diss., 2012. http://hdl.handle.net/10500/6053.
Texto completoPsychology
M.Sc. (Psychology)