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Titlebook: Cognitive Strategy Research; From Basic Research Christine B. McCormick,Gloria E. Miller,Michael Pr Book 1989 Springer-Verlag New York Inc

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书目名称Cognitive Strategy Research
副标题From Basic Research
编辑Christine B. McCormick,Gloria E. Miller,Michael Pr
视频video
图书封面Titlebook: Cognitive Strategy Research; From Basic Research  Christine B. McCormick,Gloria E. Miller,Michael Pr Book 1989 Springer-Verlag New York Inc
描述Highly regarded experts review the state of the art in cognitive strategy research with an emphasis on the transition from laboratory to educational contexts. Basic research on models of competent learning are discussed, as well as specific instructional applications in educational domains such as reading, writing, mathematics and science. Fresh perspectives and innovative suggestions for teacher training and educational reform are proffered. Researchers in psychology and education as well as teacher educators and educational practitioners interested in becoming well-versed in current cognitive strategy research will benefit from the interdisciplinary nature and comprehensiveness of .Cognitive . .Strategy Research: From Basic Issues to Educational . .Applications..
出版日期Book 1989
关键词Motivation; attention; cognition; communication; instructional design; learning; psychology; learning and i
版次1
doihttps://doi.org/10.1007/978-1-4613-8838-8
isbn_softcover978-1-4613-8840-1
isbn_ebook978-1-4613-8838-8
copyrightSpringer-Verlag New York Inc. 1989
The information of publication is updating

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Informal Instruction and Development of Cognitive Skills: A Review and Critique of Researchtruction and cognitive development have not been established empirically. Rather than entertain the rival hypothesis that social interactions and cognitive development are parallel processes without cause-effect relations, we suggest conceptual and methodological refinements that may enable research
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Semantic Web Collaborative Spacesexample, when school children try to learn spelling words by looking away from the words, writing them down, and comparing them with the correct spelling, they are engaging in strategic behavior—The children are consciously carrying out processes aimed at learning how to spell words. When a writer p
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Open Knowledge Extraction Challengeegic instruction. Accordingly, this chapter contains a report of research examining transferable (and nontransferable) aspects of strategies acquired as young children learn Logo. Logo is a programming language suggested as a vehicle for the development of new ways of thinking for children (Nickerson, Perkins, & Smith, 1985; Papert, 1980, 1987).
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https://doi.org/10.1007/978-1-4613-8838-8Motivation; attention; cognition; communication; instructional design; learning; psychology; learning and i
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