標(biāo)題: Titlebook: Cognitive Strategy Research; From Basic Research Christine B. McCormick,Gloria E. Miller,Michael Pr Book 1989 Springer-Verlag New York Inc [打印本頁(yè)] 作者: Iridescent 時(shí)間: 2025-3-21 19:46
書(shū)目名稱Cognitive Strategy Research影響因子(影響力)
作者: Keratin 時(shí)間: 2025-3-21 23:07 作者: Paradox 時(shí)間: 2025-3-22 01:00 作者: Indicative 時(shí)間: 2025-3-22 05:37
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作者: Asymptomatic 時(shí)間: 2025-3-22 12:13 作者: 放氣 時(shí)間: 2025-3-22 13:34
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作者: 放氣 時(shí)間: 2025-3-22 19:39 作者: saphenous-vein 時(shí)間: 2025-3-22 22:08 作者: 鋼盔 時(shí)間: 2025-3-23 03:39
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).作者: Cougar 時(shí)間: 2025-3-23 08:10
https://doi.org/10.1007/978-1-4613-8838-8Motivation; attention; cognition; communication; instructional design; learning; psychology; learning and i作者: 修改 時(shí)間: 2025-3-23 12:04
978-1-4613-8840-1Springer-Verlag New York Inc. 1989作者: 爭(zhēng)吵 時(shí)間: 2025-3-23 14:11
http://image.papertrans.cn/c/image/229124.jpg作者: 主動(dòng)脈 時(shí)間: 2025-3-23 19:04
Semantic Web Collaborative Spacessses that can facilitate particular performances (e.g., Pressley, Forrest-Pressley, Elliott-Faust, & Miller, 1985). Most of this interest has been on the part of researchers, who have often focused on basic paradigms (e.g, paired-associate learning, list learning) that do not represent well or compl作者: 一瞥 時(shí)間: 2025-3-23 22:48 作者: FLAGR 時(shí)間: 2025-3-24 05:13 作者: Foreknowledge 時(shí)間: 2025-3-24 08:05
Semantic Web Collaborative Spacesen accomplish tasks, completing parts children cannot; and they tend to offer less assistance as children become able to do more on their own. Children are also exposed, however, to people who do not share their knowledge and skills (or do so poorly), do not help children attempt new tasks, and/or d作者: 吞沒(méi) 時(shí)間: 2025-3-24 14:29 作者: Fibrin 時(shí)間: 2025-3-24 18:30
Rinke Hoekstra,Paul Groth,Marat Charlaganov985, 1987) and classroom studies by Palincsar (Palincsar & Brown, 1984), Paris (Paris, Cross, & Lipson, 1984), Pearson (1985), and ourselves (Duffy, Roehler, Sivan, et al., 1987). This instructional research is based on what researchers have learned about how expert readers use strategies (Pressley 作者: mediocrity 時(shí)間: 2025-3-24 21:27 作者: Hiatus 時(shí)間: 2025-3-25 00:22
Shafqat Mumtaz Virk,Yann-Huei Lee,Lun-Wei Kul Assessment of Educational Progress, 1986; National Commission on Excellence in Education, 1983). The 1986 NAEP “Writing Report Card” surveyed the writing skills of 55,000 students from 4th to 11th grade across the country. Children in this project completed assignments that assessed their informat作者: agitate 時(shí)間: 2025-3-25 05:24
Dominika Tkaczyk,?ukasz Bolikowskiactivity aimed at evaluating or regulating one’s own cognitions (Flavell, 1979). Examples of cognitive monitoring include planning, checking, self-testing, assessing one’s progress, and correcting one’s errors. Researchers have come to recognize that cognitive monitoring plays a vital role in virtua作者: 談判 時(shí)間: 2025-3-25 09:56
MACJa: Metadata and Citations Jailbreaker represent realistic daily situations in which adults employ arithmetic, and frequently are encountered on standardized tests that people take for educational and career advancement. Developing solutions to problems like these requires no specialized knowledge—only fifth-grade reading and math are n作者: 亞麻制品 時(shí)間: 2025-3-25 15:16
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 (Nickerso作者: CRACK 時(shí)間: 2025-3-25 19:01
Computer-Assisted Strategic Instructionegic 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).作者: chassis 時(shí)間: 2025-3-25 21:51 作者: DAMN 時(shí)間: 2025-3-26 01:54 作者: 發(fā)炎 時(shí)間: 2025-3-26 05:55 作者: aspect 時(shí)間: 2025-3-26 12:24
Informal Instruction and Development of Cognitive Skills: A Review and Critique of Researchen accomplish tasks, completing parts children cannot; and they tend to offer less assistance as children become able to do more on their own. Children are also exposed, however, to people who do not share their knowledge and skills (or do so poorly), do not help children attempt new tasks, and/or d作者: 預(yù)兆好 時(shí)間: 2025-3-26 13:11 作者: 取之不竭 時(shí)間: 2025-3-26 19:11 作者: craven 時(shí)間: 2025-3-27 00:26
The Selective Attention Strategy and Prose Learningning process relied on almost mechanical explanations for how prose material was learned and recalled. For example, Frase (1969) described ways in which inserted questions might “shape” reading behaviors to promote greater learning. Thus, the reader was seen as passive and without any real input int作者: 大溝 時(shí)間: 2025-3-27 03:04 作者: Arb853 時(shí)間: 2025-3-27 06:31 作者: 貪婪地吃 時(shí)間: 2025-3-27 11:18
Strategy and Expertise in Solving Word Problems represent realistic daily situations in which adults employ arithmetic, and frequently are encountered on standardized tests that people take for educational and career advancement. Developing solutions to problems like these requires no specialized knowledge—only fifth-grade reading and math are n作者: JEER 時(shí)間: 2025-3-27 16:27 作者: spondylosis 時(shí)間: 2025-3-27 21:19 作者: athlete’s-foot 時(shí)間: 2025-3-28 00:34
Semantic Web Collaborative Spaces specify the knowledge of their own cognitive procedures students need in order to acquire and deploy these procedures effectively. Even if both of these promises are fulfilled, however, their impact on the outcomes of education may be negligible unless major changes are made in certain features that typify instruction in academic courses.作者: 過(guò)多 時(shí)間: 2025-3-28 03:49 作者: Mumble 時(shí)間: 2025-3-28 07:12 作者: cunning 時(shí)間: 2025-3-28 13:50 作者: 灰姑娘 時(shí)間: 2025-3-28 16:34 作者: 不如樂(lè)死去 時(shí)間: 2025-3-28 19:27
https://doi.org/10.1007/978-3-319-32667-2rials, and (d) the learning activities possessed by the student and those required by the task. Skilled learners are aware of their cognitive strengths and weaknesses in a particular content domain and are usually motivated to utilize their strategic skills to master any academic challenge.作者: Cabinet 時(shí)間: 2025-3-29 02:20
Lecture Notes in Computer Scienceto spend the most time on. It is our goal in this chapter to examine some of the key processes involved in children’s utilization of time for studying and to suggest some promising directions for future research.作者: Entirety 時(shí)間: 2025-3-29 04:22
Christoph Lange,Angelo Di Iorioe really active, strategic participants in the learning situation. This recent approach has encouraged prose learning researchers to investigate the types of strategies that learners employ in different contexts, particularly as they attempt to learn and recall information from long, expository texts.作者: 鐵塔等 時(shí)間: 2025-3-29 09:03
Dominika Tkaczyk,?ukasz Bolikowskitantial amount of attention in the reading, communication, and memory literatures (e.g., Baker, 1985; Baker & Brown, 1984a, 1984b; Beal, this volume, chap. 8; Brown, 1978; Flavell, 1979; Markman, 1981).作者: 反感 時(shí)間: 2025-3-29 13:02
The Triple Alliance for Learning: Cognition, Metacognition, and Motivationrials, and (d) the learning activities possessed by the student and those required by the task. Skilled learners are aware of their cognitive strengths and weaknesses in a particular content domain and are usually motivated to utilize their strategic skills to master any academic challenge.作者: ESPY 時(shí)間: 2025-3-29 19:39
Children’s Utilization of Study Time: Differential and Sufficient Aspectsto spend the most time on. It is our goal in this chapter to examine some of the key processes involved in children’s utilization of time for studying and to suggest some promising directions for future research.作者: wall-stress 時(shí)間: 2025-3-29 21:00
The Selective Attention Strategy and Prose Learninge really active, strategic participants in the learning situation. This recent approach has encouraged prose learning researchers to investigate the types of strategies that learners employ in different contexts, particularly as they attempt to learn and recall information from long, expository texts.作者: 的’ 時(shí)間: 2025-3-30 02:42
