標(biāo)題: Titlebook: Cognitive Development among Sioux Children; Gilbert Voyat Book 1983 Springer Science+Business Media New York 1983 Enzo Paci.aspect.environ [打印本頁(yè)] 作者: 存貨清單 時(shí)間: 2025-3-21 19:00
書(shū)目名稱Cognitive Development among Sioux Children影響因子(影響力)
書(shū)目名稱Cognitive Development among Sioux Children影響因子(影響力)學(xué)科排名
書(shū)目名稱Cognitive Development among Sioux Children網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱Cognitive Development among Sioux Children網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱Cognitive Development among Sioux Children被引頻次
書(shū)目名稱Cognitive Development among Sioux Children被引頻次學(xué)科排名
書(shū)目名稱Cognitive Development among Sioux Children年度引用
書(shū)目名稱Cognitive Development among Sioux Children年度引用學(xué)科排名
書(shū)目名稱Cognitive Development among Sioux Children讀者反饋
書(shū)目名稱Cognitive Development among Sioux Children讀者反饋學(xué)科排名
作者: Binge-Drinking 時(shí)間: 2025-3-21 23:00 作者: Subjugate 時(shí)間: 2025-3-22 01:25
Pedagogical Implications between the way in which a child integrates information and the stage of his operational development are more and more recognized as important for education. And yet there remains controversy around the possibility of teaching certain fundamental operations.作者: insolence 時(shí)間: 2025-3-22 06:39
https://doi.org/10.1007/978-1-4684-1161-4Enzo Paci; aspect; environment; growth; idea; knowledge; logic; methodology; organ; organization; reason; struc作者: 內(nèi)行 時(shí)間: 2025-3-22 10:51
978-1-4684-1163-8Springer Science+Business Media New York 1983作者: choleretic 時(shí)間: 2025-3-22 14:54 作者: choleretic 時(shí)間: 2025-3-22 20:26
Continuous selections on metric continuum,lly of Sioux children. It is my hope that it may in some measure counter the fact that Native Americans are widely misunderstood, despite, or more likely because of, the “fame” bestowed upon them by movies and television.作者: Prosaic 時(shí)間: 2025-3-22 21:23
Lourdes D. Ferreira,Thomas W. Linwn over the problem of how we think and learn. Can learning be described and analyzed solely by looking to factors outside the individual learner, do we do better to emphasize and describe hypothesized internal mechanisms of adaptation, or both? Shall we talk of native endowment, environmental influ作者: eardrum 時(shí)間: 2025-3-23 04:41 作者: Enteropathic 時(shí)間: 2025-3-23 06:01
https://doi.org/10.1007/978-3-319-94971-0itative approach, demands that we see many subjects so that precise numerical results may be obtained. With this the case, it is under usual circumstances necessary to examine only a limited area of study, for to seek a broad base of experimentation would be an enormous task. The obvious sacrifice m作者: ANN 時(shí)間: 2025-3-23 10:30
https://doi.org/10.1007/978-3-319-94971-0een used here in order to experiment. Let us remember, that almost from its inception, a constant and growing concern of psychology has been the understanding and evaluation of how we think. These processes of thought, broadly termed cognition, have been chiefly evaluated in one way, namely, by meas作者: Mirage 時(shí)間: 2025-3-23 15:08
Selection at an Autosomal Locus, observe a functional continuity and a structural discontinuity in cognitive development by functional continuity we mean for example, that one can find in sensorimotor intelligence, the practical equivalence of classes and of relations which later are going to be constructed on an abstract level.作者: 無(wú)能力之人 時(shí)間: 2025-3-23 18:54
Lecture Notes in Biomathematics between the way in which a child integrates information and the stage of his operational development are more and more recognized as important for education. And yet there remains controversy around the possibility of teaching certain fundamental operations.作者: slipped-disk 時(shí)間: 2025-3-23 23:41 作者: 拔出 時(shí)間: 2025-3-24 02:22
https://doi.org/10.1007/978-3-642-95621-8It is clear that practices of child rearing and the nature of the home environment in general have great influence upon the process of formal education. What is not so clear, however, is a simple picture of these early years. However, again referring to the valuable work of Maynard and Twiss [16] there are certain general trends that can be found.作者: depreciate 時(shí)間: 2025-3-24 06:34 作者: DEI 時(shí)間: 2025-3-24 11:00 作者: 最高點(diǎn) 時(shí)間: 2025-3-24 15:45 作者: 正面 時(shí)間: 2025-3-24 20:34
A Plea for the Indians and IndiannessVine Deloria, Jr., in a recent publication [51] (p.100), says in talking about anthropologists,作者: limber 時(shí)間: 2025-3-24 23:12 作者: Isolate 時(shí)間: 2025-3-25 04:35 作者: 壓艙物 時(shí)間: 2025-3-25 09:02 作者: Magnificent 時(shí)間: 2025-3-25 15:35
Lecture Notes in Biomathematics between the way in which a child integrates information and the stage of his operational development are more and more recognized as important for education. And yet there remains controversy around the possibility of teaching certain fundamental operations.作者: transient-pain 時(shí)間: 2025-3-25 17:07
Conclusionore than one year of time delay between the achievement in Geneva and that among the Oglalas. Most of the time we observed that the acquisitions were made at the same age; we never observed any reversal patterns in regard to the acquisition of any particular concept or more than one year of differen作者: 冬眠 時(shí)間: 2025-3-25 21:08
SpringerBriefs in Environmental Scienceore than one year of time delay between the achievement in Geneva and that among the Oglalas. Most of the time we observed that the acquisitions were made at the same age; we never observed any reversal patterns in regard to the acquisition of any particular concept or more than one year of differen作者: Commonwealth 時(shí)間: 2025-3-26 02:36
Book 1983mal socio-economic and ethnic environment. Practical Implications In Piaget‘s theory the child is actively involved in organizing his world of thought as he develops, and to understand this growing organization we must return to the child and examine the course of his thought through growth. He deve作者: 不在灌木叢中 時(shí)間: 2025-3-26 06:18 作者: Seminar 時(shí)間: 2025-3-26 08:47 作者: 甜得發(fā)膩 時(shí)間: 2025-3-26 13:14
General Introductionwn over the problem of how we think and learn. Can learning be described and analyzed solely by looking to factors outside the individual learner, do we do better to emphasize and describe hypothesized internal mechanisms of adaptation, or both? Shall we talk of native endowment, environmental influ作者: Esophagitis 時(shí)間: 2025-3-26 18:10 作者: Dealing 時(shí)間: 2025-3-27 00:47
The Pine Ridge Development Study: Formal Approachitative approach, demands that we see many subjects so that precise numerical results may be obtained. With this the case, it is under usual circumstances necessary to examine only a limited area of study, for to seek a broad base of experimentation would be an enormous task. The obvious sacrifice m作者: Eviction 時(shí)間: 2025-3-27 02:24 作者: 消音器 時(shí)間: 2025-3-27 08:55
Appraisal of Results observe a functional continuity and a structural discontinuity in cognitive development by functional continuity we mean for example, that one can find in sensorimotor intelligence, the practical equivalence of classes and of relations which later are going to be constructed on an abstract level.作者: Parley 時(shí)間: 2025-3-27 10:32 作者: 使隔離 時(shí)間: 2025-3-27 14:04
Conclusionf thinking which can be true or not for Oglala as compared with Geneva children. There is no question that our results show that the succession of stages is respected among both populations. If we have insisted upon the relativity of the percentages and norms within our sample and if we did not prov作者: AUGUR 時(shí)間: 2025-3-27 20:50 作者: LAY 時(shí)間: 2025-3-27 22:10
https://doi.org/10.1007/978-3-642-95621-8, and low ridges. The beauty of the reservation—its quiet and open space, the stark stillness of the Badlands, the primitiveness of the prairie—is also part of its problem, for in its relative isolation and under-development, the reservation can supply meaningful support only to a handful.作者: hereditary 時(shí)間: 2025-3-28 02:29
https://doi.org/10.1007/978-3-319-94971-0ade in this approach is that it is often difficult and sometimes impossible to gain a real understanding of a generalized pattern of thought when a strictly quantitative approach is used, for we have examined only a limited area.作者: flimsy 時(shí)間: 2025-3-28 09:11
https://doi.org/10.1007/978-3-319-94971-0uring their static outcome. In other words, it has been assumed that thinking is a process by which we gained knowledge; thus, to evaluate one’s ability to think we may simply assess how much knowledge he has gained. From this background has come most of our current measures of intelligence.作者: irreducible 時(shí)間: 2025-3-28 10:57
Book 1983ing the very processes which are available to us and allow us to gain knowledge, than in quantifying the contextual knowl- edge that we have gained. Thus, the methodology of the research we shall describe con- trasts very much with the standard testing approach, because it is essentially exploratory作者: gustation 時(shí)間: 2025-3-28 17:08
General Introductionences or some combination of the two, when we seek to understand how we think? Do we do best to examine children or adults, conduct experimentation or scratch our collective chins, to analyze the development of knowledge? How to proceed?作者: A簡(jiǎn)潔的 時(shí)間: 2025-3-28 21:47 作者: Polydipsia 時(shí)間: 2025-3-28 23:46 作者: 固定某物 時(shí)間: 2025-3-29 06:45
Resultsuring their static outcome. In other words, it has been assumed that thinking is a process by which we gained knowledge; thus, to evaluate one’s ability to think we may simply assess how much knowledge he has gained. From this background has come most of our current measures of intelligence.
