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Brenda Hannon

Showing results (1-10 of 14) with videos related to

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Personality and Individual Differences|September 3, 2013
Test anxiety and performance-avoidance goals explain gender differences in SAT-V, SAT-M, and overall SAT scoresBrenda Hannon
Journal of Education and Training Studies|January 9, 2015
Predicting College Success: The Relative Contributions of Five Social/Personality Factors, Five Cognitive/Learning Factors, and SAT ScoresBrenda Hannon
Quarterly Journal of Experimental Psychology (2006)|January 28, 2015
Conscious and unconscious detection of semantic anomaliesBrenda Hannon
Journal of Education and Training Studies|April 10, 2026
Children's Comprehension of Narrative and Expository Texts: The Contributions of Word Decoding and Knowledge Integration Skills Vary Within and Between Text TypesBrenda Hannon
Hispanic Journal of Behavioral Sciences|November 9, 2019
Hispanics' SAT Scores: The Influences of Level of Parental Education, Performance-Avoidance Goals, and Knowledge about LearningBrenda Hannon
Intelligence|March 25, 2026
General and non-general intelligence factors simultaneously influence SAT, SAT-V, and SAT-M performanceBrenda Hannon
Journal of Education and Training Studies|January 24, 2014
The Influences of Pre-testing Reviews and Delays on Differentialassociative Processing versus A Condition in which Students chose their Learning StrategyBrenda Hannon
Journal of Intelligence|August 4, 2019
Not All Factors Contribute Equally to European-American and Hispanic Students' SAT ScoresBrenda Hannon
International Journal of Educational Research|December 19, 2013
Differential-associative processing or example elaboration: Which strategy is best for learning the definitions of related and unrelated concepts?Brenda Hannon
Experimental Aging Research|February 26, 2010
Age-related changes in reading comprehension: an individual-differences perspectiveBrenda Hannon, Meredyth Daneman
Pageof 2

Showing results (1-10 of 14) with videos related to

Sort By:
Pageof 2
Personality and Individual Differences|September 3, 2013
Test anxiety and performance-avoidance goals explain gender differences in SAT-V, SAT-M, and overall SAT scoresBrenda Hannon
Journal of Education and Training Studies|January 9, 2015
Predicting College Success: The Relative Contributions of Five Social/Personality Factors, Five Cognitive/Learning Factors, and SAT ScoresBrenda Hannon
Quarterly Journal of Experimental Psychology (2006)|January 28, 2015
Conscious and unconscious detection of semantic anomaliesBrenda Hannon
Journal of Education and Training Studies|April 10, 2026
Children's Comprehension of Narrative and Expository Texts: The Contributions of Word Decoding and Knowledge Integration Skills Vary Within and Between Text TypesBrenda Hannon
Hispanic Journal of Behavioral Sciences|November 9, 2019
Hispanics' SAT Scores: The Influences of Level of Parental Education, Performance-Avoidance Goals, and Knowledge about LearningBrenda Hannon
Intelligence|March 25, 2026
General and non-general intelligence factors simultaneously influence SAT, SAT-V, and SAT-M performanceBrenda Hannon
Journal of Education and Training Studies|January 24, 2014
The Influences of Pre-testing Reviews and Delays on Differentialassociative Processing versus A Condition in which Students chose their Learning StrategyBrenda Hannon
Journal of Intelligence|August 4, 2019
Not All Factors Contribute Equally to European-American and Hispanic Students' SAT ScoresBrenda Hannon
International Journal of Educational Research|December 19, 2013
Differential-associative processing or example elaboration: Which strategy is best for learning the definitions of related and unrelated concepts?Brenda Hannon
Experimental Aging Research|February 26, 2010
Age-related changes in reading comprehension: an individual-differences perspectiveBrenda Hannon, Meredyth Daneman
Pageof 2