標(biāo)題: Titlebook: Cognitive Strategy Research; Educational Applicat Michael Pressley,Joel R. Levin Book 1983 Springer-Verlag New York Inc. 1983 Applications. [打印本頁] 作者: Autonomous 時(shí)間: 2025-3-21 19:10
書目名稱Cognitive Strategy Research影響因子(影響力)
作者: 健忘癥 時(shí)間: 2025-3-21 23:12
Moral Education Strategies the literature and “how to” books are now abundant (Arbuthnot & Faust, 1981 ; Damon, 1978; Hersh, Paolitto, & Reimer, 1979; Lawrence, 1980; Leming, 1981; Lickona, 1978; Lockwood, 1978; Purpel & Ryan, 1976; Rest, 1974a; Scharf, 1978). Although there are numerous moral education paradigms, Kohlberg’s作者: 具體 時(shí)間: 2025-3-22 01:15 作者: Dedication 時(shí)間: 2025-3-22 07:40 作者: alcoholism 時(shí)間: 2025-3-22 09:35 作者: institute 時(shí)間: 2025-3-22 14:11 作者: institute 時(shí)間: 2025-3-22 18:31
Pictorial Strategies for School Learning: Practical Illustrationsn explored. Included in the discussion are not only examples of situations in which pictures have proven helpful, but also examples of situations in which either negligible or negative effects of pictures have emerged. Along the way, appropriate task analyses will permit reasonable accounts of the v作者: 傳染 時(shí)間: 2025-3-22 22:21
Making Meaningful Materials Easier to Learn: Lessons from Cognitive Strategy Researchlish on the position that use of strategies can increase learning. Nonetheless, it should also be obvious that learners (especially children) do not always use cognitive strategies that they could use, and that sometimes strategy usage is difficult even when strategy usage instructions are provided.作者: 紋章 時(shí)間: 2025-3-23 05:13 作者: 記憶 時(shí)間: 2025-3-23 07:46
Open Knowledge Extraction Challenge 2018Theory imposes expectations on practice, and where theory leads us to expect training to be of limited success, initial training studies frequently seem to support theory (see Chapters 1 and 3 in this volume). Such has been the case in research on training communication skills.作者: 向外 時(shí)間: 2025-3-23 10:29 作者: 免費(fèi) 時(shí)間: 2025-3-23 16:07 作者: Oscillate 時(shí)間: 2025-3-23 18:37
978-1-4612-5521-5Springer-Verlag New York Inc. 1983作者: 歡樂東方 時(shí)間: 2025-3-23 22:45 作者: Adjourn 時(shí)間: 2025-3-24 04:42 作者: 種類 時(shí)間: 2025-3-24 08:06 作者: PLAYS 時(shí)間: 2025-3-24 14:43
Opinion Mining with a Clause-Based Approachse these skills in a flexible manner to learn from written material (i.e., to study). However, it is virtually impossible to conceptualize study skills within a traditional cognitive model of reading. See, for example, Gibson and Levin’s comments on this point (1975, p. 438). In this chapter, we sug作者: 招致 時(shí)間: 2025-3-24 15:10
MOCHA 2017 as a Challenge for Virtuosoread in the educational process, the topic of reading instruction has been much debated. There is almost universal agreement among educators and reading researchers that reading can be taught, and that some methods of teaching reading are more effective than others; what is not agreed upon is specif作者: Myocarditis 時(shí)間: 2025-3-24 22:35
MOCHA 2017 as a Challenge for Virtuosooject.” Such definitions provide a general orientation for the topic of this chapter, although they encompass rather more than is useful for our purposes. Closer to home is Levin’s use of the term in the context of prose-learning strategies, where he defines strategy as “any auxiliary materials or l作者: 發(fā)起 時(shí)間: 2025-3-24 23:52
Emanuele Di Rosa,Alberto Duranten explored. Included in the discussion are not only examples of situations in which pictures have proven helpful, but also examples of situations in which either negligible or negative effects of pictures have emerged. Along the way, appropriate task analyses will permit reasonable accounts of the v作者: CODA 時(shí)間: 2025-3-25 04:11 作者: 異端 時(shí)間: 2025-3-25 11:05 作者: Vo2-Max 時(shí)間: 2025-3-25 15:43 作者: Nefarious 時(shí)間: 2025-3-25 17:24 作者: 飾帶 時(shí)間: 2025-3-25 20:27
Emanuele Di Rosa,Alberto Durante picture functions that I have recently proposed in the context of prose comprehension (Levin, 1981b). These “functional” distinctions will prove helpful in understanding exactly what the addition of pictures to a task may and may not be expected to accomplish.作者: ABOUT 時(shí)間: 2025-3-26 01:36 作者: 憤慨點(diǎn)吧 時(shí)間: 2025-3-26 05:16 作者: 稱贊 時(shí)間: 2025-3-26 08:43
Opinion Mining with a Clause-Based Approachgest a conceptualization of reading within a metacognitive framework that allows us to talk about the flexible use of reading strategies, as well as the role of knowledge and comprehension monitoring in the learning situation. (For more on metacognition, see Borkowski & Büchel, 1983, and Worden, 1983.)作者: prodrome 時(shí)間: 2025-3-26 15:50 作者: Affable 時(shí)間: 2025-3-26 20:39
MOCHA 2017 as a Challenge for Virtuosoeading during the last 100 years. Approaches to addressing this question have shifted quite dramatically over the years, ranging from applied research in the classroom to theoretically oriented laboratory research on basic processes, but the underlying goal has remained essentially the same: to contribute to the improvement of reading instruction.作者: 間接 時(shí)間: 2025-3-26 22:26
From Theory to Practice in Reading Research: Toward the Development of Better Softwareeading during the last 100 years. Approaches to addressing this question have shifted quite dramatically over the years, ranging from applied research in the classroom to theoretically oriented laboratory research on basic processes, but the underlying goal has remained essentially the same: to contribute to the improvement of reading instruction.作者: 驚呼 時(shí)間: 2025-3-27 03:02 作者: 束縛 時(shí)間: 2025-3-27 05:41
Children’s Flexible Use of Strategies During Readinggest a conceptualization of reading within a metacognitive framework that allows us to talk about the flexible use of reading strategies, as well as the role of knowledge and comprehension monitoring in the learning situation. (For more on metacognition, see Borkowski & Büchel, 1983, and Worden, 1983.)作者: ALOFT 時(shí)間: 2025-3-27 11:34 作者: 憲法沒有 時(shí)間: 2025-3-27 16:57
Book 1983 would be much disagreement as to the exact proportion of papers published in develop- mental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel- opment is especially appropriate at this time. The作者: NAUT 時(shí)間: 2025-3-27 20:20 作者: Optimum 時(shí)間: 2025-3-27 23:57
Mattia Atzeni,Diego Reforgiato Recupero981; Lickona, 1978; Lockwood, 1978; Purpel & Ryan, 1976; Rest, 1974a; Scharf, 1978). Although there are numerous moral education paradigms, Kohlberg’s (1969) cognitive-developmental model seems, on the basis of sheer volume of publications, to be one of the most popular. This chapter will concentrate exclusively on the Kohlbergian model.作者: 有其法作用 時(shí)間: 2025-3-28 06:01 作者: 減去 時(shí)間: 2025-3-28 08:22
Moral Education Strategies981; Lickona, 1978; Lockwood, 1978; Purpel & Ryan, 1976; Rest, 1974a; Scharf, 1978). Although there are numerous moral education paradigms, Kohlberg’s (1969) cognitive-developmental model seems, on the basis of sheer volume of publications, to be one of the most popular. This chapter will concentrate exclusively on the Kohlbergian model.作者: 興奮過度 時(shí)間: 2025-3-28 13:55
Problems in Classroom Implementation of Cognitive Strategy Instructionroom use. Moreover, in the few studies that have been done, researchers have not attempted to identify the specific variables that are related to unsuccessful classroom implementation of cognitive strategy instruction (see Peterson & Swing, Note 1).作者: Lacunar-Stroke 時(shí)間: 2025-3-28 18:06 作者: 泄露 時(shí)間: 2025-3-28 21:57 作者: intention 時(shí)間: 2025-3-29 02:01 作者: thrombus 時(shí)間: 2025-3-29 06:42
Varieties of Strategy Training in Piagetian Concept Learning sedation (e.g., Bingham-Newman & Hooper, 1974; Coxford, 1964), identity (e.g., Hamel & Riksen, 1973; Litrownik, Franzini, Livingston, & Harvey, 1978), proportionality (e.g., Brainerd, 1971; Brainerd & Allen, 1971b), isolation of variables (e.g., Case, 1974; Siegler, Liebert, & Liebert, 1973), ordin作者: 向下五度才偏 時(shí)間: 2025-3-29 08:20 作者: 是限制 時(shí)間: 2025-3-29 13:09
Book 1983o some well-defined domain of cognitive- developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published eithe作者: 為現(xiàn)場 時(shí)間: 2025-3-29 17:59
