| dc.contributor.author | Moloney, Megan M. | en_US |
| dc.date.accessioned | 2009-10-29T20:26:15Z | |
| dc.date.accessioned | 2015-07-13T10:56:36Z | |
| dc.date.available | 2009-10-29T20:26:15Z | |
| dc.date.available | 2015-07-13T10:56:36Z | |
| dc.date.issued | 1997-12 | en_US |
| dc.identifier.other | 463122 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1853/31002 | |
| dc.identifier.uri | http://evidence.thinkportal.org/handle/1853/31002 | |
| dc.publisher | Georgia Institute of Technology | en_US |
| dc.subject.lcsh | Active learning | en_US |
| dc.subject.lcsh | Learning, Psychology of | en_US |
| dc.subject.lcsh | Performance | en_US |
| dc.title | The power of hybrid practice : the active-passive practice continuum and its effects on performance | en_US |
| dc.type | Thesis | en_US |
| dc.description.degree | M.S. | en_US |
| dc.contributor.department | Psychology | en_US |
| dc.description.advisor | Gregory M. Corso | en_US |
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