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Artykuły w czasopismach na temat "Learning, Psychology of"
Chin, G. J. "PSYCHOLOGY: Statistical Learning". Science 291, nr 5503 (19.01.2001): 401a—401. http://dx.doi.org/10.1126/science.291.5503.401a.
Pełny tekst źródłaDogra, Ambalika, i Sunil Dutt. "Effect of Online Learning in Psychology course on Undergraduate students’ Engagement in Learning". Issues and Ideas in Education 4, nr 1 (7.03.2016): 21–28. http://dx.doi.org/10.15415/iie.2016.41002.
Pełny tekst źródłaA, Rangaswamy, Balasubramanian P i Sweety Nirmala R. "The Psychology of Learning". i-manager’s Journal on Educational Psychology 1, nr 1 (15.07.2007): 19–22. http://dx.doi.org/10.26634/jpsy.1.1.454.
Pełny tekst źródłaPetitpas, Albert J. "Learning Sport Psychology Skills". Athletic Therapy Today 4, nr 1 (styczeń 1999): 61–62. http://dx.doi.org/10.1123/att.4.1.61.
Pełny tekst źródłaLakoff, R. "PSYCHOLOGY: Learning from Words". Science 318, nr 5855 (30.11.2007): 1384–85. http://dx.doi.org/10.1126/science.1150869.
Pełny tekst źródłaKOBAYASHI, Keiichi. "Learning About Psychology From Service Experiences: Service-Learning in Undergraduate Psychology Education". Annual Report of Educational Psychology in Japan 46 (2007): 149–55. http://dx.doi.org/10.5926/arepj1962.46.0_149.
Pełny tekst źródłaSzokolszky, Agnes, Catherine Read, Zsolt Palatinus i Kinga Palatinus. "Ecological approaches to perceptual learning: learning to perceive and perceiving as learning". Adaptive Behavior 27, nr 6 (13.06.2019): 363–88. http://dx.doi.org/10.1177/1059712319854687.
Pełny tekst źródłaBOTTERILL, GEORGE. "Learning from Error: Karl Popper's Psychology of Learning". Philosophical Books 27, nr 2 (12.02.2009): 98–100. http://dx.doi.org/10.1111/j.1468-0149.1986.tb01158.x.
Pełny tekst źródłaLAOR, NATHANIEL. "Learning From Error: Karl Popper's Psychology of Learning". American Journal of Psychiatry 142, nr 10 (październik 1985): 1214. http://dx.doi.org/10.1176/ajp.142.10.1214.
Pełny tekst źródłaWinarso, Widodo, i Onwardono Rit Riyanto. "Treatment of Learning Anxiety: A Bibliometric Review in Islamic Psychology". QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 15, nr 2 (20.10.2023): 871–86. http://dx.doi.org/10.37680/qalamuna.v15i2.3098.
Pełny tekst źródłaRozprawy doktorskie na temat "Learning, Psychology of"
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.
Pełny tekst źródłaSmith, 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.
Pełny tekst źródłaPh.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.
Pełny tekst źródłaStachenfeld, Kimberly. "Learning Neural Representations that Support Efficient Reinforcement Learning". Thesis, Princeton University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824319.
Pełny tekst źródłaRL 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.
Pełny tekst źródłaStratton, 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.
Pełny tekst źródłaBalleine, Bernard Walter. "Incentive learning". Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240892.
Pełny tekst źródłaGriffin, Gerard Francis. "Aspects of the psychology of second language vocabulary list learning". Thesis, University of Warwick, 1992. http://wrap.warwick.ac.uk/36070/.
Pełny tekst źródłaLiew, Kong Meng. "Applications of Machine Learning in Exploratory Approaches to Cultural Psychology". Doctoral thesis, Kyoto University, 2021. http://hdl.handle.net/2433/263732.
Pełny tekst źródła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.
Pełny tekst źródłaKsiążki na temat "Learning, Psychology of"
Hammonds, Barbara L., red. Psychology and learning. Washington: American Psychological Association, 1985. http://dx.doi.org/10.1037/10053-000.
Pełny tekst źródłaShanks, David. Psychology of Learning. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2009. http://dx.doi.org/10.4135/9781446263075.
Pełny tekst źródłaLimone, Pierpaolo, Raffaele Di Fuccio i Giusi Antonia Toto, red. Psychology, Learning, Technology. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15845-2.
Pełny tekst źródłaA, Kimble Gregory, i Hammonds Barbara L. 1943-, red. Psychology and learning. Washington, D.C: American Psychological Association, 1985.
Znajdź pełny tekst źródłaTennant, Mark. Psychology and adult learning. London: Routledge, 1988.
Znajdź pełny tekst źródłaMercer, Sarah, Stephen Ryan i Marion Williams, red. Psychology for Language Learning. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137032829.
Pełny tekst źródłaTennant, Mark. Psychology and adult learning. Wyd. 2. London: Routledge, 1997.
Znajdź pełny tekst źródłaValentina, McInerney, red. Educational psychology: Constructing learning. Wyd. 5. Frenchs Forest, N.S.W: Pearson Australia, 2010.
Znajdź pełny tekst źródłaMcInerney, D. M. Educational psychology: Constructing learning. Wyd. 5. Frenchs Forest, N.S.W: Pearson Australia, 2010.
Znajdź pełny tekst źródłaTennant, Mark. Psychology and adult learning. London: Routledge, 1988.
Znajdź pełny tekst źródłaCzęści książek na temat "Learning, Psychology of"
Schacter, Daniel, Daniel Gilbert, Daniel Wegner i Bruce Hood. "Learning". W Psychology, 226–65. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40673-6_6.
Pełny tekst źródłaPoling, Alan, Henry Schlinger, Stephen Starin i Elbert Blakely. "Learning". W Psychology, 127–56. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4615-7694-5_6.
Pełny tekst źródłaGrocott, Lisa. "Cognitive Psychology". W Design for Transformative Learning, 145–61. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429429743-13.
Pełny tekst źródłaGrocott, Lisa. "Social Psychology". W Design for Transformative Learning, 129–44. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429429743-12.
Pełny tekst źródłaDavies, Roger, i Peter Houghton. "Animal learning". W Mastering Psychology, 196–212. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13553-0_12.
Pełny tekst źródłaLudlow, Amanda, i Roberto Gutierrez. "Social Learning". W Developmental Psychology, 126–38. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32501-3_9.
Pełny tekst źródłaFontana, David. "Learning". W Psychology for Teachers, 141–83. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-24139-2_7.
Pełny tekst źródłaFontana, David. "Learning". W Psychology for Teachers, 125–64. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-19213-7_7.
Pełny tekst źródłaDuplass, James A. "Psychology of Learning". W The Essence of Teaching Social Studies, 38–43. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003095682-6.
Pełny tekst źródłaColeman, John. "Learning, learning, learning". W The Psychology of the Teenage Brain, 35–49. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003331728-4.
Pełny tekst źródłaStreszczenia konferencji na temat "Learning, Psychology of"
Sampath, Sanish, Duncan Coulter i Elizabeth Ehlers. "Symbiosis and Psychology Influenced Learning". W Annual International Conference on Computer Games Multimedia and Allied Technologies (CGAT 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-1679_cgat17.9.
Pełny tekst źródłaStefanescumihaila, Ramona olivia. "ADVERTISING PSYCHOLOGY VERSUS LIFELONG LEARNING". W eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-130.
Pełny tekst źródłaDc, Shubhangi, BasavarajGadgay, Nuzhat Fatima i M. A. Waheed. "Machine Learning Based Revealing Psychology Destabilization". W 2022 International Conference on Emerging Trends in Engineering and Medical Sciences (ICETEMS). IEEE, 2022. http://dx.doi.org/10.1109/icetems56252.2022.10093279.
Pełny tekst źródłaLiu, Hui. "Learning Optimization Algorithm Combined with Psychology". W 2023 IEEE 4th Annual Flagship India Council International Subsections Conference (INDISCON). IEEE, 2023. http://dx.doi.org/10.1109/indiscon58499.2023.10270588.
Pełny tekst źródłaBoubert, Laura, i Donna Taylor. "AN INTEGRATED PSYCHOLOGY VIRTUAL RESEARCH ETHICS COMMITTEE". W International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1731.
Pełny tekst źródłaMoore, David S., Lisa M. Oakes, Victoria L. Romero i Koleen C. McCrink. "Leveraging Developmental Psychology to Evaluate Artificial Intelligence". W 2022 IEEE International Conference on Development and Learning (ICDL). IEEE, 2022. http://dx.doi.org/10.1109/icdl53763.2022.9962183.
Pełny tekst źródłaErova, Dilyara Raisovna, i Ilnur Abdullovich Abdullin. "“Psychology of success” for future engineers". W 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644554.
Pełny tekst źródłaSantos, Vanda, Daniela Pedrosa i Anabela Pereira. "HEALTH PSYCHOLOGY STUDENT’S PERCEPTION OF USING COLLABORATIVE WORK". W 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1562.
Pełny tekst źródłaZainuddin, Zahir, i Indah Purwitasari Ihsan. "Modelling of child psychology tests based game learning". W 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654530.
Pełny tekst źródłaLimniou, Maria, i Rosie Mansfield. "Traditional learning approach versus gamification: an example from psychology". W Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7912.
Pełny tekst źródłaRaporty organizacyjne na temat "Learning, Psychology of"
Näslund-Hadley, Emma. Acceleration of Education and Learning. Inter-American Development Bank, sierpień 2023. http://dx.doi.org/10.18235/0005072.
Pełny tekst źródłaDinarte, Lelys, Pablo Egaña del Sol i Claudia Martínez. When Emotion Regulation Matters: The Efficacy of Socio-Emotional Learning to Address School-Based Violence in Central America. Inter-American Development Bank, marzec 2024. http://dx.doi.org/10.18235/0012854.
Pełny tekst źródłaKriegel, Francesco. Learning General Concept Inclusions in Probabilistic Description Logics. Technische Universität Dresden, 2015. http://dx.doi.org/10.25368/2022.220.
Pełny tekst źródłaKriegel, Francesco. Learning description logic axioms from discrete probability distributions over description graphs (Extended Version). Technische Universität Dresden, 2018. http://dx.doi.org/10.25368/2022.247.
Pełny tekst źródłaKoomar, Saalim. What is 'Nudging' and How Does it Change Behaviour in Education? EdTech Hub, styczeń 2024. http://dx.doi.org/10.53832/edtechhub.1011.
Pełny tekst źródłaRollo, Greta, i Kellie Picker. Unpacking the science of reading research. Australian Council for Educational Research, czerwiec 2024. http://dx.doi.org/10.37517/978-1-74286-742-7.
Pełny tekst źródłaOsadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev i Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, lipiec 2020. http://dx.doi.org/10.31812/123456789/4633.
Pełny tekst źródłaBurnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.
Pełny tekst źródłaCan population registry data predict which children with ADHD are at risk of later substance use disorders? ACAMH, lipiec 2020. http://dx.doi.org/10.13056/acamh.12430.
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