標(biāo)題: Titlebook: Cognitive Psychology and Instruction; Alan M. Lesgold,James W. Pellegrino,Robert Glaser Book 1978 Plenum Press, New York 1978 NATO.cogniti [打印本頁(yè)] 作者: Guffaw 時(shí)間: 2025-3-21 16:45
書目名稱Cognitive Psychology and Instruction影響因子(影響力)
書目名稱Cognitive Psychology and Instruction影響因子(影響力)學(xué)科排名
書目名稱Cognitive Psychology and Instruction網(wǎng)絡(luò)公開(kāi)度
書目名稱Cognitive Psychology and Instruction網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書目名稱Cognitive Psychology and Instruction被引頻次
書目名稱Cognitive Psychology and Instruction被引頻次學(xué)科排名
書目名稱Cognitive Psychology and Instruction年度引用
書目名稱Cognitive Psychology and Instruction年度引用學(xué)科排名
書目名稱Cognitive Psychology and Instruction讀者反饋
書目名稱Cognitive Psychology and Instruction讀者反饋學(xué)科排名
作者: 要塞 時(shí)間: 2025-3-21 20:59
978-1-4684-2537-6Plenum Press, New York 1978作者: ALT 時(shí)間: 2025-3-22 04:06 作者: Truculent 時(shí)間: 2025-3-22 07:01 作者: MOTTO 時(shí)間: 2025-3-22 09:33 作者: CHAFE 時(shí)間: 2025-3-22 15:00
Summary, Implications and Recommendationsto define a precise sense of specificity, to use this definition to redefine the issues between image and propositional theories of memory representations, and to present a report of an experiment which illustrates this approach to imagery.作者: CHAFE 時(shí)間: 2025-3-22 17:20
Summary, Implications and Recommendations imagery research for the learning and teaching processes. In particular, some controversial points in this field will be considered with respect to some experimental results we have obtained at the Psychology Institute of Padova.作者: 產(chǎn)生 時(shí)間: 2025-3-22 23:52
Learning only indirectly investigated how these process skills are learned and how broader competences and knowledge are acquired. The papers in this section attempt to redress this balance by showing a direct concern with how knowledge structures and complex skills are acquired.作者: Reclaim 時(shí)間: 2025-3-23 03:45 作者: deactivate 時(shí)間: 2025-3-23 06:11 作者: 步履蹣跚 時(shí)間: 2025-3-23 12:08 作者: 肌肉 時(shí)間: 2025-3-23 16:51
Some Reflections Concerning the Role of Imagery in Memory and Learning Processes imagery research for the learning and teaching processes. In particular, some controversial points in this field will be considered with respect to some experimental results we have obtained at the Psychology Institute of Padova.作者: 殺死 時(shí)間: 2025-3-23 20:21
Self-studies in Rural Teacher EducationMuch of the information that man acquires about the world is acquired using language. Speech and writing, in fact, are so pervasive as sources of material for human learning that our use of them is easy to take for granted. Yet, at present, remarkably little is known about how people process linguistic messages of even the most common variety.作者: 青石板 時(shí)間: 2025-3-24 01:11
Memory for On-Going Spoken DiscourseMuch of the information that man acquires about the world is acquired using language. Speech and writing, in fact, are so pervasive as sources of material for human learning that our use of them is easy to take for granted. Yet, at present, remarkably little is known about how people process linguistic messages of even the most common variety.作者: Flawless 時(shí)間: 2025-3-24 02:35 作者: ILEUM 時(shí)間: 2025-3-24 09:44
https://doi.org/10.1007/978-3-319-54546-2 only indirectly investigated how these process skills are learned and how broader competences and knowledge are acquired. The papers in this section attempt to redress this balance by showing a direct concern with how knowledge structures and complex skills are acquired.作者: 無(wú)節(jié)奏 時(shí)間: 2025-3-24 12:17
https://doi.org/10.1007/978-3-319-69898-4ple is Piaget’s theory, in which it is postulated that concrete operations are formed after sensory motor schemas develop, and formal operations come into existence after concrete operations have been established. Furthermore, between the First and Second World Wars, Otto Selz, a German psychologist作者: 否決 時(shí)間: 2025-3-24 15:43
Juan C. Burguillo,Ana Peleteirothe area of learning.. A reasonable question to ask, therefore, is whether the cognitive movement has neglected the study of learning, or whether cognitive psychology has incorporated the concept of learning, but has done so under a different terminology.作者: 證實(shí) 時(shí)間: 2025-3-24 19:48
Juan C. Burguillo,Ana Peleteironow, & Austin, 1956; Hayes-Roth & Hayes-Roth, in press; Hunt, 1952), that rubric is too narrow to embrace the variety of situations in which learning by example occurs. A brief list of such situations includes:作者: 可能性 時(shí)間: 2025-3-25 02:51
Emergence, Complexity and Computationind we all do during the course of our lives, the kind of learning that takes years to accomplish and that may, indeed, never be completed. I want to understand the learning of complex topics. A complex topic is one with such a rich set of conceptual structures that it requires learning periods meas作者: 從容 時(shí)間: 2025-3-25 06:34
https://doi.org/10.1007/978-3-319-69898-4learning from a discourse is an intelligent act, heavily dependent on intellectual skills and prior experience. Like Clark and Haviland (1977), he suggests that deep, rich memory representations are formed in the comprehender only when he or she treats the task of comprehension as a problem-solving 作者: conduct 時(shí)間: 2025-3-25 09:40
Ubiquitous Self-powered Architectures,ch clearer picture of the knowledge structure that is to be established in the instructed subject (Rumelhart, Lindsay, & Norman, 1972; Schank, 1975a). There have also been advances in understanding the importance of inference procedures, as well as the influence of previous knowledge upon the proces作者: justify 時(shí)間: 2025-3-25 15:15
Hani Saleh,Nourhan Bayasi,Mohammed Ismailmember from exposure to discourse. It begins by outlining some assumptions about the characteristics of the structures in which existing knowledge is packaged. Next, based on these assumptions, it presents a speculative theoretical treatment of the processes involved in assimilating the information 作者: Extort 時(shí)間: 2025-3-25 18:25
https://doi.org/10.1007/978-3-319-63973-4rs concerning U.S. involvement in World War II. All of the studied information would be related at a general topical level. In addition, some of the information would be related in more specific ways. For example, the student might learn that the U.S. took various actions during the war, including b作者: Conjuction 時(shí)間: 2025-3-25 23:21 作者: 護(hù)航艦 時(shí)間: 2025-3-26 00:54 作者: judicial 時(shí)間: 2025-3-26 06:01 作者: Congeal 時(shí)間: 2025-3-26 11:46
https://doi.org/10.1007/978-3-030-99520-1ological suppression experiments that phonological codes need to be generated in the course of reading if anything other than vague gist is to be remembered from the text. The experiments, combined with other recent work cited by Levy, provide a new level of understanding of the role of visual vs. v作者: Palpate 時(shí)間: 2025-3-26 15:36
Mutual Influence of the Infected,g. While he claimed, “There can be little doubt that the main meaning comes to consciousness only with the beginning of the sentence utterance, and the reader does not feel he has the complete sense until he has spoken it” (p. 147), he also admitted that “Purely visual reading is quite possible, the作者: 提升 時(shí)間: 2025-3-26 20:31
https://doi.org/10.1007/978-981-15-7413-9of the research project on which I shall report is to develop and validate techniques for measuring perceptual and cognitive skills that are related to reading proficiency, and to investigate how deficiencies in particular skills may limit an individual’s ability to read with speed and comprehension作者: 言外之意 時(shí)間: 2025-3-26 23:42
https://doi.org/10.1007/978-981-10-2809-0e problem, the questions asked are surprisingly similar. Neurologists, psychologists, and educational researchers are trying to discover the .. of failure to learn how to read. The hypotheses set forth depend, of course, on the scientific background of the researchers. Thus, inheritance (Critchley, 作者: 束以馬具 時(shí)間: 2025-3-27 02:56 作者: 設(shè)想 時(shí)間: 2025-3-27 05:52 作者: 出價(jià) 時(shí)間: 2025-3-27 12:56
Learning only indirectly investigated how these process skills are learned and how broader competences and knowledge are acquired. The papers in this section attempt to redress this balance by showing a direct concern with how knowledge structures and complex skills are acquired.作者: 卵石 時(shí)間: 2025-3-27 15:49 作者: 萬(wàn)花筒 時(shí)間: 2025-3-27 19:29
Cognition and Instruction: Toward a Cognitive Theory of Learningthe area of learning.. A reasonable question to ask, therefore, is whether the cognitive movement has neglected the study of learning, or whether cognitive psychology has incorporated the concept of learning, but has done so under a different terminology.作者: BAN 時(shí)間: 2025-3-27 22:48 作者: 等級(jí)的上升 時(shí)間: 2025-3-28 02:24 作者: 較早 時(shí)間: 2025-3-28 10:17 作者: HEPA-filter 時(shí)間: 2025-3-28 10:49 作者: 說(shuō)不出 時(shí)間: 2025-3-28 17:39 作者: 倫理學(xué) 時(shí)間: 2025-3-28 19:33
Structurally Integrated Versus Structurally Segregated Memory Representations: Implications for the rs concerning U.S. involvement in World War II. All of the studied information would be related at a general topical level. In addition, some of the information would be related in more specific ways. For example, the student might learn that the U.S. took various actions during the war, including b作者: 晚來(lái)的提名 時(shí)間: 2025-3-29 00:54
Knowledge Transfer in Learning from Textsdent must study texts containing information on related topics and situations, and then integrate that information into a coherent knowledge representation. As any educator knows, the knowledge actually acquired by a student in this situation is only a small subset of all information to be learned. 作者: PAC 時(shí)間: 2025-3-29 07:04 作者: Incorporate 時(shí)間: 2025-3-29 10:17 作者: Gourmet 時(shí)間: 2025-3-29 14:33
Perceptual and Memory Processes in Readingological suppression experiments that phonological codes need to be generated in the course of reading if anything other than vague gist is to be remembered from the text. The experiments, combined with other recent work cited by Levy, provide a new level of understanding of the role of visual vs. v作者: Magnitude 時(shí)間: 2025-3-29 17:48
Speech Processing During Readingg. While he claimed, “There can be little doubt that the main meaning comes to consciousness only with the beginning of the sentence utterance, and the reader does not feel he has the complete sense until he has spoken it” (p. 147), he also admitted that “Purely visual reading is quite possible, the作者: 可商量 時(shí)間: 2025-3-29 20:43
Assessment of Perceptual, Decoding, and Lexical Skills and Their Relation to Reading Proficiencyof the research project on which I shall report is to develop and validate techniques for measuring perceptual and cognitive skills that are related to reading proficiency, and to investigate how deficiencies in particular skills may limit an individual’s ability to read with speed and comprehension作者: 起草 時(shí)間: 2025-3-30 01:30
A Functional Analysis of Reading Disability: The Utilization of Intraword Redundancy by Good and Pooe problem, the questions asked are surprisingly similar. Neurologists, psychologists, and educational researchers are trying to discover the .. of failure to learn how to read. The hypotheses set forth depend, of course, on the scientific background of the researchers. Thus, inheritance (Critchley, 作者: Immunotherapy 時(shí)間: 2025-3-30 07:27
Learning to Read: Visual Cues to Word Recognitionts were conducting vigorous programs to study reading (cf. Huey, 1908/1968; Woodworth, 1938). While behaviorism depressed psychologists’ interest in reading for almost a half a century, they have once again become interested in the basic processes involved in skilled reading and learning to read (Gi作者: Tinea-Capitis 時(shí)間: 2025-3-30 09:38 作者: 譏笑 時(shí)間: 2025-3-30 12:31
Book 1978eneral areas: I. Learning II. Comprehension and Information Structure III. Perceptual and Memory Processes in Reading IV. Problem Solving and Components of Intelligence V. Cognitive Development VI. Approaches to Instruction The final paper in the volume is an extensive review and summary by Glaser, 作者: Inelasticity 時(shí)間: 2025-3-30 20:08
ollowing general areas: I. Learning II. Comprehension and Information Structure III. Perceptual and Memory Processes in Reading IV. Problem Solving and Components of Intelligence V. Cognitive Development VI. Approaches to Instruction The final paper in the volume is an extensive review and summary by Glaser, 978-1-4684-2537-6978-1-4684-2535-2作者: quiet-sleep 時(shí)間: 2025-3-30 22:24 作者: EXCEL 時(shí)間: 2025-3-31 04:17 作者: 一個(gè)攪動(dòng)不安 時(shí)間: 2025-3-31 08:22
Book 1978anized by the editors of this volume, took place at the Free University of Amsterdam. During this period approximately 150 psychologists representing 15 countries assembled for an exchange of scientific experiences and ideas. The broad aim of the conference, as indicated by its title, was to explore作者: 繁忙 時(shí)間: 2025-3-31 12:34 作者: Expiration 時(shí)間: 2025-3-31 15:50
https://doi.org/10.1007/978-3-319-69898-4task. He goes on to develop a characterization of comprehension in which the internal (mental) structure is the goal and schemata are the criteria which judge the match between incoming text and the memory structure that is being constructed.作者: Astigmatism 時(shí)間: 2025-3-31 21:06
https://doi.org/10.1007/978-3-030-99520-1erbal codes in reading. The traditional question has been, “Does one need to access verbal codes to apprehend the meaning of a word that is seen?” We can now attend to a more useful question: “Which comprehension processes depend upon verbal codes?”作者: 熔巖 時(shí)間: 2025-3-31 23:42
Mutual Influence of the Infected,oretically” (p. 117). Why do we so frequently find ourselves subvocalizing while we read, if we can read in a purely visual manner? The focus of this paper will be on the function served by speech processing while reading, and on where in information processing models such speech recoding mechanisms should be located.作者: Sedative 時(shí)間: 2025-4-1 04:30
https://doi.org/10.1007/978-981-10-2809-01970), minimal brain dysfunction (Wender, 1971), perceptual deficits (Malmquist, 1958) and inadequate teaching methods (Schlee, 1976), to name but a few, have all been offered as hypotheses of the basic origin of reading disability.作者: irreparable 時(shí)間: 2025-4-1 07:46
Notes Toward a Theory of Complex Learningured in weeks or even years. The learning of complex topics differs from the learning that can be completed in minutes. I have estimated that to become an expert in a complex topic requires at least 5000 hours of study. Where does this estimate come from? I made it up. But it is remarkably robust, having been defended for a wide variety of topics.作者: sulcus 時(shí)間: 2025-4-1 13:47
Comprehension and Information Structuretask. He goes on to develop a characterization of comprehension in which the internal (mental) structure is the goal and schemata are the criteria which judge the match between incoming text and the memory structure that is being constructed.
