These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

107 related articles for article (PubMed ID: 5075487)

  • 1. Effects of comparison level feedback on classroom-related verbal learning performance.
    Snyder CR
    J Educ Psychol; 1972 Oct; 63(5):493-9. PubMed ID: 5075487
    [No Abstract]   [Full Text] [Related]  

  • 2. The relationship of state anxiety, feedback, and ongoing self-reported affect to performance in complex verbal learning.
    Snyder CR; Katahn M
    Am J Psychol; 1970 Jun; 83(2):237-47. PubMed ID: 5450898
    [No Abstract]   [Full Text] [Related]  

  • 3. Comparison levels, test anxiety, ongoing affect, and complex verbal learning.
    Snyder CR; Katahn M
    Am J Psychol; 1973 Sep; 86(3):555-65. PubMed ID: 4780122
    [No Abstract]   [Full Text] [Related]  

  • 4. Task- and self-related pathways to deep learning: the mediating role of achievement goals, classroom attentiveness, and group participation.
    Lau S; Liem AD; Nie Y
    Br J Educ Psychol; 2008 Dec; 78(Pt 4):639-62. PubMed ID: 18166143
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Children's self-assessment of performance and task-related help seeking.
    Nelson-Le Gall S; Kratzer L; Jones E; DeCooke P
    J Exp Child Psychol; 1990 Apr; 49(2):245-63. PubMed ID: 2332723
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Avoidance of continued success as a function of self-esteem, level of esteem certainty, and responsibility for success.
    Marecek J; Mettee DR
    J Pers Soc Psychol; 1972 Apr; 22(1):98-107. PubMed ID: 5013363
    [No Abstract]   [Full Text] [Related]  

  • 7. The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning.
    Narciss S
    Exp Psychol; 2004; 51(3):214-28. PubMed ID: 15267129
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Control impedance and precision of feedback as parameters in sensori-motor learning.
    Tomlinson RW
    Ergonomics; 1972 Jan; 15(1):33-47. PubMed ID: 5029924
    [No Abstract]   [Full Text] [Related]  

  • 9. Test anxiety and the model who fails.
    Sarason IG
    J Pers Soc Psychol; 1972 Jun; 22(3):410-3. PubMed ID: 5047386
    [No Abstract]   [Full Text] [Related]  

  • 10. Verbal self-control: the establishment of effective self-instruction.
    Bem SL
    J Exp Psychol; 1967 Aug; 74(4):485-91. PubMed ID: 6065467
    [No Abstract]   [Full Text] [Related]  

  • 11. Self-efficacy and cognitive achievement: implications for students with learning problems.
    Schunk DH
    J Learn Disabil; 1989 Jan; 22(1):14-22. PubMed ID: 2649627
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Effects of test anxiety on acguisition, retention, and generalization of a complex verbal task in a classroom situation.
    Ray WJ; Katahn M; Snyder CR
    J Pers Soc Psychol; 1971 Nov; 20(2):147-54. PubMed ID: 5121170
    [No Abstract]   [Full Text] [Related]  

  • 13. Verbal makes it positive, spatial makes it negative: working memory biases judgments, attention, and moods.
    Storbeck J; Watson P
    Emotion; 2014 Dec; 14(6):1072-86. PubMed ID: 24999914
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Verbal feedback from an expert is more effective than self-accessed feedback about motion efficiency in learning new surgical skills.
    Porte MC; Xeroulis G; Reznick RK; Dubrowski A
    Am J Surg; 2007 Jan; 193(1):105-10. PubMed ID: 17188099
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Selective Reminding Tests: a normative study of verbal learning in adults.
    Ruff RM; Light RH; Quayhagen M
    J Clin Exp Neuropsychol; 1989 Aug; 11(4):539-50. PubMed ID: 2760186
    [TBL] [Abstract][Full Text] [Related]  

  • 16. The effects of augmented feedback on students' perceptions and performance.
    Fredenburg KB; Lee AM; Solmon M
    Res Q Exerc Sport; 2001 Sep; 72(3):232-42. PubMed ID: 11561388
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Know thyself: misperceptions of actual performance undermine achievement motivation, future performance, and subjective well-being.
    Kim YH; Chiu CY; Zou Z
    J Pers Soc Psychol; 2010 Sep; 99(3):395-409. PubMed ID: 20804261
    [TBL] [Abstract][Full Text] [Related]  

  • 18. The ecology of self-monitoring effects on memory of verbal productions: Does speaking to someone make a difference?
    Lafleur A; Boucher VJ
    Conscious Cogn; 2015 Nov; 36():139-46. PubMed ID: 26141662
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Social comparison in the classroom: the relationship between academic achievement and self-concept.
    Rogers CM; Smith MD; Coleman JM
    J Educ Psychol; 1978 Feb; 70(1):50-7. PubMed ID: 632402
    [No Abstract]   [Full Text] [Related]  

  • 20. Achievement-related perceptions of children with learning disabilities and normal achievement: group and developmental differences.
    Bear GG; Minke KM; Griffin SM; Deemer SA
    J Learn Disabil; 1998; 31(1):91-104. PubMed ID: 9455180
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 6.