Study of the effect of length, practice [i.e. practice], and degree of learning upon the reliability of nonsense syllable scores and relation of length of list to its difficulty.
| dc.advisor | J.B. Stroud | en_US |
| dc.college | the teachers college | en_US |
| dc.contributor.author | McCue, Celia J. | |
| dc.date.accessioned | 2012-12-14T16:09:48Z | |
| dc.date.available | 2012-12-14T16:09:48Z | |
| dc.date.created | 1933 | en_US |
| dc.date.issued | 2012-12-14 | |
| dc.department | psychology | en_US |
| dc.description | 40 leaves | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/2360 | |
| dc.language.iso | en_US | en_US |
| dc.subject | Learning, Psychology of. | en_US |
| dc.subject | Memory. | en_US |
| dc.title | Study of the effect of length, practice [i.e. practice], and degree of learning upon the reliability of nonsense syllable scores and relation of length of list to its difficulty. | en_US |
| dc.type | Thesis | en_US |