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Title: A VALIDATION STUDY OF A PIAGETIAN TYPE DIAGNOSIS OF COMMUNITY COLLEGE STUDENTS' COGNITIVE FUNCTIONING ABILITIES.
Creator: ALLMAN, PAULA DARYL., Florida Atlantic University
Abstract/Description: The purpose of this study was to examine the possibility of diagnosing community college students' cognitive functioning abilities, in social science content areas, by means of a Piagetian type clinical diagnosis. In addition, analyses were made to determine the relationships between isolated constructs of cognitive functioning and certain demographic variables. The initial expectation was that factor analysis would yield constructs aligned with constructs of cognitive functioning delineated...
Show moreThe purpose of this study was to examine the possibility of diagnosing community college students' cognitive functioning abilities, in social science content areas, by means of a Piagetian type clinical diagnosis. In addition, analyses were made to determine the relationships between isolated constructs of cognitive functioning and certain demographic variables. The initial expectation was that factor analysis would yield constructs aligned with constructs of cognitive functioning delineated by Piaget. It was also expected that the diagnosis would significantly distinguish between the three strata of subjects as the strata were formed on the basis of the subjects' past levels of academic performance. On the other hand, it was not expected that the diagnosis would be discriminatory in reference to other demographic variables studied. Observation of the results of the factor analysis confirmed the expectations regarding the Piagetian aligned factor structure of the diagnosis and offered a construct validity and reliability estimate of approximately .86. Observation of the results of the relational studies served to support the stated expectations except that measures related to three of the constructs were discriminatory along the dimension of sex. Twelve factors or constructs aligned with Piaget's theory were isolated. The constructs represented both a concrete operational and an abstract operational level of cognitive functioning for most of the cognitive tasks diagnosed. Seven of the factors discriminated significantly (p<.001) between the strata and, in all cases, discriminated in favor of stratum three, the stratum with highest past level of academic performance. The subjects in the stratum with the lowest level of academic performance, stratum one, and frequently stratum two subjects were functioning at a concrete operational level during the diagnosis. The important findings of this research necessitate immediate and continuous research of Piagetian remediation approaches based on the diagnosis and remediation of the learner's cognitive functioning abilities.
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Date Issued: 1972
PURL: http://purl.flvc.org/fcla/dt/11624
Subject Headings: Cognition, Social sciences--Study and teaching, Remedial teaching
Format: Document (PDF)

Title: Acute and temporal responses of brain–derived neurotrophic factor and Interleukin-6 to high and low repetition resistance training programs.
Creator: Quiles, Justin M., Zourdos, Michael C., Florida Atlantic University, College of Education, Department of Exercise Science and Health Promotion
Abstract/Description: The purpose of this study was to determine if resistance exercise altered peripheral BDNF concentration. Eighteen trained male subjects were split into two groups performing varied repetition ranges. DUP-HR and DUP-LR groups trained 3x/week for 8 weeks, and were equated for total volume (repetitions X sets X intensity). Plasma BDNF and interleukin-6 (IL-6) levels were measured prior to and immediately following the first exercise session of weeks 1, 2, 4 and 6. Pre-exercise levels were also...
Show moreThe purpose of this study was to determine if resistance exercise altered peripheral BDNF concentration. Eighteen trained male subjects were split into two groups performing varied repetition ranges. DUP-HR and DUP-LR groups trained 3x/week for 8 weeks, and were equated for total volume (repetitions X sets X intensity). Plasma BDNF and interleukin-6 (IL-6) levels were measured prior to and immediately following the first exercise session of weeks 1, 2, 4 and 6. Pre-exercise levels were also assessed prior to the second and third sessions of week 1 and 6. Lastly, resting levels were measured before and after training intervention. No group differences (p>0.05) were detected for either biomarker. An acute BDNF elevation (p=0.018) was detected only in the final week of training. IL-6 elevations were detected at all acute measurements (p<0.01). BDNF and IL-6 percentage change correlated significantly (p<0.05) in week-1. No chronic alterations were observed (p>0.05).
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004461, http://purl.flvc.org/fau/fd/FA00004461
Subject Headings: Bioenergetics, Cognitive science, Exercise -- Physiological aspects, Kinesiology, Metabolic syndrome -- Pathophysiology, Neurons -- Physiology, Neurophysiology, Neurotrophic functions
Format: Document (PDF)

Title: The nature of elementary students' science discourse and conceptual learning.
Creator: Parks, Melissa Y., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative study examined the nature of 5th-grade students' oral and written discourse in relation to their conceptual learning during six science inquiry-based lessons. Qualitative data were collected using small group observations, transcriptions of small group discourse, students' science notebooks, and student interviews. These data were used to create an in-depth illustration of 5th-grade students' discourse and the impact of that discourse on their science conceptual learning....
Show moreThis qualitative study examined the nature of 5th-grade students' oral and written discourse in relation to their conceptual learning during six science inquiry-based lessons. Qualitative data were collected using small group observations, transcriptions of small group discourse, students' science notebooks, and student interviews. These data were used to create an in-depth illustration of 5th-grade students' discourse and the impact of that discourse on their science conceptual learning. Findings indicated students spoke in three main discourse classifications during small group inquiries and two of these discourses were also present in the science notebook entries. Findings further indicated gender did not impact the nature of students' oral or written discourse regarding their conceptual learning. Implications for classroom practice and suggestions for further research in elementary science education are offered.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3318675
Subject Headings: Science, Study and teaching (Elementary), Learning, Psychology of, Cognition in children
Format: Document (PDF)

Title: Using emotion-inducing film clips to measure emotional coordination.
Creator: Leong-Kee, Maureen Jane., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Synchronization research reveals that those who are able to coordinate behavior in time are more likely to feel positively towards one another. Unlike previous research that has taken a linear approach, I examine the dynamical nature of individuals' emotional coordination by investigating the overlap in their moment-to-moment emotional responses to positive and negative events in the form of film clips. By using the mouse program, I develop a new relationship paradigm and find that this...
Show moreSynchronization research reveals that those who are able to coordinate behavior in time are more likely to feel positively towards one another. Unlike previous research that has taken a linear approach, I examine the dynamical nature of individuals' emotional coordination by investigating the overlap in their moment-to-moment emotional responses to positive and negative events in the form of film clips. By using the mouse program, I develop a new relationship paradigm and find that this measure is able to capture the nuances of emotional responses, and, more importantly, it is able to distinguish between relationship partners versus pairs of strangers. However, I am unable to determine that emotional coordination, as determined by smaller differences in mouse program data between partners, is related to relationship quality, as measured by their level of liking and loving (for romantic partners only) towards each other and their future expectancy of the relationship.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/367766
Subject Headings: Nonverbal communication, Interpersonal relations, Developmental psychology, Cognitive science, Sensitivity (Personal trait)
Format: Document (PDF)

Title: A systematic evaluation of object detection and recognition approaches with context capabilities.
Creator: Giusti Urbina, Rafael J., College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
Abstract/Description: Contemporary computer vision solutions to the problem of object detection aim at incorporating contextual information into the process. This thesis proposes a systematic evaluation of the usefulness of incorporating knowledge about the geometric context of a scene into a baseline object detection algorithm based on local features. This research extends publicly available MATLABRª implementations of leading algorithms in the field and integrates them in a coherent and extensible way....
Show moreContemporary computer vision solutions to the problem of object detection aim at incorporating contextual information into the process. This thesis proposes a systematic evaluation of the usefulness of incorporating knowledge about the geometric context of a scene into a baseline object detection algorithm based on local features. This research extends publicly available MATLABRª implementations of leading algorithms in the field and integrates them in a coherent and extensible way. Experiments are presented to compare the performance and accuracy between baseline and context-based detectors, using images from the recently published SUN09 dataset. Experimental results demonstrate that adding contextual information about the geometry of the scene improves the detector performance over the baseline case in 50% of the tested cases.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3183127
Subject Headings: Imaging systems, Mathematical models, Cognitive science, Optical pattern recognition, Computer vision, Logistic regression analysis
Format: Document (PDF)

Title: Neural Information Processing Underlying Rhythmic Bimanual Coordination: Theory, Method and Experiment.
Creator: Banerjee, Arpan, Jirsa, Viktor K., Florida Atlantic University
Abstract/Description: How do neuronal connectivity and the dynamics of distributed brain networks process information during bimanual coordination? Contemporary brain theories of cognitive function posit spatial, temporal and spatiotemporal network reorganization as mechanisms for neural information processing. In this dissertation, rhythmic bimanual coordination is studied as a window into neural information processing and subsequently an investigation of underlying network reorganization processes is performed....
Show moreHow do neuronal connectivity and the dynamics of distributed brain networks process information during bimanual coordination? Contemporary brain theories of cognitive function posit spatial, temporal and spatiotemporal network reorganization as mechanisms for neural information processing. In this dissertation, rhythmic bimanual coordination is studied as a window into neural information processing and subsequently an investigation of underlying network reorganization processes is performed. Spatiotemporal reorganization between effectors (limbs) is parameterized in a theoretical model via a continuously varying cross-talk parameter that represents neural connectivity. Thereby, effector dynamics during coordinated behavior is shown to be influenced by the cross-talk parameter and time delays involved in signal processing. In particular, stability regimes of coordination patterns as a function of cross-talk, movement frequency and the time delays are derived. On the methodological front , spatiotemporal reorganization of neural masses are used to simulate electroencephalographic data. A suitable choice of experimental control conditions is used to derive a paradigmatic framework called Mode Level Cognitive Subtraction (MLCS) which is demonstrated to facilitate the disambiguation between spatial and temporal components of the reorganization processes to a quantifiable degree of certainty. In the experimental section, MLCS is applied to electroencephalographic recordings during rhythmic bimanual task conditions and unimanual control conditions. Finally, a classification of reorganization processes is achieved for differing stability states of coordination: inphase (mirror) primarily entails temporal reorganization of sensorimotor networks localized during unimanual movement whereas spatiotemporal reorganization is involved during antiphase (parallel) coordination.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000849
Subject Headings: Neural networks (Computer science), Biological control systems, Mind and body, Cognitive psychology
Format: Document (PDF)

Title: Time, space, and Shakespeare: Temporal and spatial disturbances at the point of cultural contact.
Creator: Murray, Jessica L., Florida Atlantic University, Low, Jennifer A.
Abstract/Description: Cultural geographic theory uses dramatic language (place ballets , time-space routines, temporal rhythms , etc.) to describe how humans sense and dwell in places. Because the theory contemplates human behavior enacted upon a stage, it is applicable to theater studies. This thesis asserts that Hamlet's, Othello's, and Antony's treacherous lifeworlds undermine their spatiotemporal senses and initiate quests similar to those described by Anne Buttimer as searches "for order, predictability, and...
Show moreCultural geographic theory uses dramatic language (place ballets , time-space routines, temporal rhythms , etc.) to describe how humans sense and dwell in places. Because the theory contemplates human behavior enacted upon a stage, it is applicable to theater studies. This thesis asserts that Hamlet's, Othello's, and Antony's treacherous lifeworlds undermine their spatiotemporal senses and initiate quests similar to those described by Anne Buttimer as searches "for order, predictability, and routine, as well as [...] for adventure and change" ("Grasping" 285). Hamlet's revenge plot is a pursuit of order and reclamation of his identity at Elsinore. Desdemona's murder is Othello's attempt to salvage his character, which he believed sullied by infidelity. Alexandria offers Antony a life opposite Rome's and sets him on a course of indecisiveness. These plays demonstrate that, at the point of cultural contact, routines are interrupted and identities destabilize. Tragically, the characters lose themselves in the turmoil.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/13141
Subject Headings: Human geography, Psychology, Comparative, Cognitive science, Time perception, Shakespeare, William,--1564-1616--Plays, Intersensory effects
Format: Document (PDF)

Title: Effects of problem-based learning with web-anchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students.
Creator: Yurick, Karla Anne., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based...
Show moreThis study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based nanotechnology anchor, Catching the Rays, followed. Catching the Rays navigated subjects through a nano quest on sunscreen. After the intervention, a posttest was administered for each science conceptual understanding and attitude towards science. Following, a purposeful selection of interviewees (N=6) participated in a Nano Post- Interview. Pretest/posttest data were analyzed using a paired t test. Results of the paired t test for science conceptual understanding (post- being larger than pre-, p <. 01) and attitude towards science (post- being larger than pre-, p < .01) were significant at the p < .05 alpha level. Nano Post-Interview data were coded and analyzed independently by two raters for emerging themes. Two themes of "Risks and Benefits" and "Solves Problems" emerged from subjects' (N=6) responses to perception of science in society questions. The theme of "Risks and Benefits" strongly suggests that subjects have a positive perception that nanotechnology comes with risks and benefits to society. The theme of "Solves Problems" strongly suggests subjects have a positive perception that nanotechnology is governed by society's needs and is used to help solve society's problems. Findings from this study suggest that PBL with web-anchored instruction in nanotechnology had a positive effect on subjects' science conceptual understanding, attitude towards science, and perception of science in society.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3322517
Subject Headings: Science, Study and teaching (Elementary), Computer-assisted instruction, Educational technology, Achievement in education, Cognition in children, Knowledge, Theory of
Format: Document (PDF)

Title: Determining the Effectiveness of Human Interaction in Human-in-the-Loop Systems by Using Mental States.
Creator: Lloyd, Eric, Huang, Shihong, Florida Atlantic University, College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
Abstract/Description: A self-adaptive software is developed to predict the stock market. It’s Stock Prediction Engine functions autonomously when its skill-set suffices to achieve its goal, and it includes human-in-the-loop when it recognizes conditions benefiting from more complex, expert human intervention. Key to the system is a module that decides of human participation. It works by monitoring three mental states unobtrusively and in real time with Electroencephalography (EEG). The mental states are drawn from...
Show moreA self-adaptive software is developed to predict the stock market. It’s Stock Prediction Engine functions autonomously when its skill-set suffices to achieve its goal, and it includes human-in-the-loop when it recognizes conditions benefiting from more complex, expert human intervention. Key to the system is a module that decides of human participation. It works by monitoring three mental states unobtrusively and in real time with Electroencephalography (EEG). The mental states are drawn from the Opportunity-Willingness-Capability (OWC) model. This research demonstrates that the three mental states are predictive of whether the Human Computer Interaction System functions better autonomously (human with low scores on opportunity and/or willingness, capability) or with the human-in-the-loop, with willingness carrying the largest predictive power. This transdisciplinary software engineering research exemplifies the next step of self-adaptive systems in which human and computer benefit from optimized autonomous and cooperative interactions, and in which neural inputs allow for unobtrusive pre-interactions.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004764, http://purl.flvc.org/fau/fd/FA00004764
Subject Headings: Cognitive neuroscience., Neural networks (Computer science), Pattern recognition systems., Artificial intelligence., Self-organizing systems., Human-computer interaction., Human information processing.
Format: Document (PDF)

Title: Time-frequency classification of gamma oscillatory activity in the frontoparietal system during working memory.
Creator: Romano, Tracy A., Bressler, Steven L., Florida Atlantic University, Charles E. Schmidt College of Science, Center for Complex Systems and Brain Sciences
Abstract/Description: Working memory (WM) is a process that allows for the temporary and limited storage of information for an immediate goal or to be stored into a more permanent system. A large number of studies have led to the widely accepted view that WM is mediated by the frontoparietal network (FPN), consisting of areas in the prefrontal cortex (PFC) and posterior parietal cortex (PPC). Current evidence suggests that task specific patterns of neuronal oscillatory activity within the FPN play a fundamental...
Show moreWorking memory (WM) is a process that allows for the temporary and limited storage of information for an immediate goal or to be stored into a more permanent system. A large number of studies have led to the widely accepted view that WM is mediated by the frontoparietal network (FPN), consisting of areas in the prefrontal cortex (PFC) and posterior parietal cortex (PPC). Current evidence suggests that task specific patterns of neuronal oscillatory activity within the FPN play a fundamental role in WM, and yet specific spatio-temporal properties of this activity are not well characterized. This study utilized multisite local field potential (LFP) data recorded from PFC and PPC sites in two macaque monkeys trained to perform a rule-based, Oculomotor Delayed Match-to-Sample task. The animals were required to learn which of two rules determined the correct match (Location matching or Identity matching). Following a 500 ms fixation period, a sample stimulus was presented for 500 ms, followed by a randomized delay lasting 800-1200 ms in which no stimulus was present. At the end of the delay period, a match stimulus was presented, consisting of two of three possible objects presented at two of three possible locations. When the match stimulus appeared, the monkey made a saccadic eye movement to the target. The rule in effect determined which object served as the target. Time-frequency plots of three spectral measures (power, coherence, and Wiener Granger Causality (WGC) were computed from MultiVariate AutoRegressive LFP time-series models estimated in a 100-ms window that was slid across each of three analysis epochs (fixation, sample, and delay). Low (25- 55 Hz) and high gamma (65- 100 Hz) activity were investigated separately due to evidence that they may be functionally distinct. Within each epoch, recording sites in the PPC and PFC were classified into groups according to the similarity of their power t-f plots derived by a K-means clustering algorithm. From the power-based site groups, the corresponding coherence and WGC were analyzed. This classification procedure uncovered spatial, temporal, and frequency dynamics of FPN involvement in WM and other co-occurring processes, such as sensory and target related processes. These processes were distinguishable by rule and performance accuracy across all three spectral measures- power, coherence, and WGC. Location and Identity rule were distinguishable by the low and high-gamma range.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004157
Subject Headings: Brain--Physiology., Biological rhythms., Attention--Physiological aspects., Cognitive neuroscience., Memory--Age factors., Short-term memory., Neural networks (Computer science)
Format: Document (PDF)

Title: The Effects of Case Conceptualization Training Over Time and Its Relationship to Practitioner Attitudes Towards Evidence-Based Practice.
Creator: Stoupas, George, Sperry, Len, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this quantitative, quasi-experimental study was to examine the effects of a standardized case conceptualization training workshop on 104 psychotherapy practitioners recruited from the community. A secondary purpose was to examine the relationship between participants’ attitudes about evidence-based practice and the effects of the training. Participants attended two 3-hour training workshops, which taught the integrative case conceptualization model developed by Sperry (2010b)....
Show moreThe purpose of this quantitative, quasi-experimental study was to examine the effects of a standardized case conceptualization training workshop on 104 psychotherapy practitioners recruited from the community. A secondary purpose was to examine the relationship between participants’ attitudes about evidence-based practice and the effects of the training. Participants attended two 3-hour training workshops, which taught the integrative case conceptualization model developed by Sperry (2010b). Pre- and postintervention case conceptualization skills were assessed using the Case Conceptualization Evaluation Form (CCEF) 2.0, an updated version of the instrument used in previous studies. Additionally, participants’ views about case conceptualization were assessed before and after training using the Views about Case Conceptualization (VACC) instrument. Participants’ attitudes about evidence-based practice were also examined as a possible mediating variable between training and effect. These attitudes were assessed using the Evidence-Based Practice Attitudes Scale (EBPAS). Workshops were separated by four weeks in order to assess whether initial training effects persisted over time. Change in case conceptualization skill was analyzed using repeated measures ANOVA. Participants’ mean CCEF 2.0 scores significantly increased (p < .001) from pre-test (M = 11.9; SD = 7.74) to post-test (M = 36.7; SD = 7.80) following the first workshop. The second workshop took place four weeks later with 74 of the original 104 participants. It built on the content of the first workshop and introduced advanced concepts such as client culture, strengths and protective factors, and predictive ability. Participants’ mean CCEF 2.0 scores also significantly increased (p < .001) from pre-test (M = 35.1; SD = 8.11) to post-test (M = 66.3; SD = 10.95) following the second workshop. There was a small but statistically significant (p < .005) decrease of 1.5 points in mean scores from the end of Workshop I to Workshop II, indicating that the effects of the training deteriorate slowly over time. Participants’ attitudes about evidence based practice and some demographic variables were significantly related to training effects. Stepwise hierarchical regression analysis determined that these individual variables account for various portions of the variance in CCEF 2.0 scores. This study’s theoretical, practice, and research implications are discussed in detail.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004746, http://purl.flvc.org/fau/fd/FA00004746
Subject Headings: Clinical psychology--Methodology., Client-centered psychotherapy., Psychiatry--Case formulation., Evidence-based medicine., Cognitive therapy., Behavioral assessment., Counseling--Evaluation., Social sciences--Methodology.
Format: Document (PDF)

Title: The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes.
Creator: DiLorenzo, Kim E., College of Education, Department of Exceptional Student Education
Abstract/Description: Intermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive...
Show moreIntermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive strategies to comprehend expository text in settings that support collaboration and flexible application of comprehension strategies, and have meaningful opportunities for reading and writing (Mastropieri & Scruggs, 2004; Palincsar & Klenk, 1992). A method that includes these components is reciprocal teaching (RT; National Reading Panel, 2000). RT has been used during content area instruction to increase reading comprehension skills of intermediate elementary students without disabilities in general education classrooms (King & Johnson, 1999; Lederer, 2000; Lubliner, 2004). These reading comprehension gains have been maintained by students on follow-up tests after the RT intervention has been withdrawn (Palincsar & Brown, 1984; Westera & Moore, 1995). This study examined the effects of RT on the science literacy of intermediate elementary students (grades 4-5) participating in inclusive science classes. Students with learning disabilities (SWLD), students at-risk (AR), and students in general education (GE) participated in this study. General education teachers used RT with science texts to improve science literacy. Pre/post science quizzes were used to assess the effects of the RT intervention, and post/follow-up tests assessed potential maintenance of the RT. s, Analyses of the data showed that the RT intervention resulted in improved science comprehension overall, and for each student group. In addition, the results showed that the gains were maintained for the individual student grouping after the RT intervention was removed, although these gains were not found overall.The study demonstrated that the use of RT during science instruction in inclusive, intermediate elementary classes assisted students who are AR, SWLD, and students in GE to attain science knowledge using standard science texts and materials. These results extend the experimental literature on science literacy and reciprocal teaching, particularly among intermediate elementary students.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2975244
Subject Headings: Science, Study and teaching (Elementary), Thought and thinking, Study and teaching (Elementary), Language arts (Elementary), Correlation with content subjects, Inquiry-based learning, Cognitive learning, Academic achievement, Interdisciplinary approach in education
Format: Document (PDF)

Cognitive science (4)	+ -
Neural networks (Computer science) (3)	+ -
Science (3)	+ -
Study and teaching (Elementary) (3)	+ -
Cognition in children (2)	+ -

Cognitive neuroscience. (2)	+ -
Academic achievement (1)	+ -
Achievement in education (1)	+ -
Artificial intelligence. (1)	+ -
Attention--Physiological aspects. (1)	+ -
Behavioral assessment. (1)	+ -
Bioenergetics (1)	+ -
Biological control systems (1)	+ -
Biological rhythms. (1)	+ -
Brain--Physiology. (1)	+ -
Client-centered psychotherapy. (1)	+ -
Clinical psychology--Methodology. (1)	+ -
Cognition (1)	+ -
Cognitive learning (1)	+ -
Cognitive psychology (1)	+ -
Cognitive therapy. (1)	+ -
Computer vision (1)	+ -
Computer-assisted instruction (1)	+ -
Correlation with content subjects (1)	+ -
Counseling--Evaluation. (1)	+ -
Developmental psychology (1)	+ -
Educational technology (1)	+ -
Evidence-based medicine. (1)	+ -
Exercise -- Physiological aspects (1)	+ -
Human geography (1)	+ -

Florida Atlantic University (7)	+ -
College of Education (5)	+ -
Charles E. Schmidt College of Science (2)	+ -
College of Engineering and Computer Science (2)	+ -
Department of Computer and Electrical Engineering and Computer Science (2)	+ -

Department of Curriculum, Culture, and Educational Inquiry (2)	+ -
ALLMAN, PAULA DARYL. (1)	+ -
Banerjee, Arpan (1)	+ -
Bressler, Steven L. (1)	+ -
Center for Complex Systems and Brain Sciences (1)	+ -
Department of Counselor Education (1)	+ -
Department of Exceptional Student Education (1)	+ -
Department of Exercise Science and Health Promotion (1)	+ -
Department of Psychology (1)	+ -
DiLorenzo, Kim E. (1)	+ -
Giusti Urbina, Rafael J. (1)	+ -
Huang, Shihong (1)	+ -
Jirsa, Viktor K. (1)	+ -
Leong-Kee, Maureen Jane. (1)	+ -
Lloyd, Eric (1)	+ -
Low, Jennifer A. (1)	+ -
Murray, Jessica L. (1)	+ -
Parks, Melissa Y. (1)	+ -
Quiles, Justin M. (1)	+ -
Romano, Tracy A. (1)	+ -
Sperry, Len (1)	+ -
Stoupas, George (1)	+ -
Yurick, Karla Anne. (1)	+ -
Zourdos, Michael C. (1)	+ -

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