標(biāo)題: Titlebook: Learning in Children; Progress in Cognitiv Jeffrey Bisanz,Gay L. Bisanz,Robert Kail Book 1983 Springer-Verlag New York Inc. 1983 Action.Den [打印本頁(yè)] 作者: endocarditis 時(shí)間: 2025-3-21 16:15
書目名稱Learning in Children影響因子(影響力)
書目名稱Learning in Children影響因子(影響力)學(xué)科排名
書目名稱Learning in Children網(wǎng)絡(luò)公開度
書目名稱Learning in Children網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Learning in Children被引頻次
書目名稱Learning in Children被引頻次學(xué)科排名
書目名稱Learning in Children年度引用
書目名稱Learning in Children年度引用學(xué)科排名
書目名稱Learning in Children讀者反饋
書目名稱Learning in Children讀者反饋學(xué)科排名
作者: 挖掘 時(shí)間: 2025-3-21 21:18
1431-8555 rogress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published eithe978-1-4613-9501-0978-1-4613-9499-0Series ISSN 1431-8555 作者: 該得 時(shí)間: 2025-3-22 01:40
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: Outwit 時(shí)間: 2025-3-22 06:18 作者: 勾引 時(shí)間: 2025-3-22 12:33
Social Learning, Causal Attribution, and Moral Internalization,ral years, however, psychologists working within the framework of attribution theory have presented an alternative conceptualization of the effects of socialization practices on the child’s development and have begun to muster substantive support for their position.作者: Fillet,Filet 時(shí)間: 2025-3-22 14:15 作者: Diuretic 時(shí)間: 2025-3-22 20:26 作者: 五行打油詩(shī) 時(shí)間: 2025-3-23 01:12 作者: 泛濫 時(shí)間: 2025-3-23 03:12 作者: Urgency 時(shí)間: 2025-3-23 07:28
Research Strategies for a Cognitive Developmental Psychology of Instruction,or example, argued that “a theory of learning describes, after the fact, the conditions under which some competence is acquired. A theory of instruction is a normative theory in that it sets up criteria of performance and then specifies the conditions required for meeting them” (p. 4).作者: gorgeous 時(shí)間: 2025-3-23 12:08 作者: Albinism 時(shí)間: 2025-3-23 13:55
The Learning Paradigm as a Technique for Investigating Cognitive Development,design of these assessments is that children are presented with a set of materials (e.g., rows of objects) and asked questions based on these materials (e.g., “Which one has more or do they both have the same number?”). Children’s responses to the questions are taken as an index of their cognitive p作者: entice 時(shí)間: 2025-3-23 18:03 作者: 甜瓜 時(shí)間: 2025-3-23 23:38
Research Strategies for a Cognitive Developmental Psychology of Instruction, effectively. That is, a theory of learning and cognition and a theory of instruction are not the same, a fact noted by many authors. Glaser (1976), for example, argued that “a theory of learning describes, after the fact, the conditions under which some competence is acquired. A theory of instructi作者: Mortal 時(shí)間: 2025-3-24 06:06
Social Learning, Causal Attribution, and Moral Internalization,has been inspired by learning theory. It is thus not surprising that learning-theory explanations figure prominently in contemporary accounts of the effectiveness of such practices as punishment, social reinforcement, and modeling (e.g., Parke, 1970, 1974; Walters & Grusec, 1977). Over the last seve作者: Etching 時(shí)間: 2025-3-24 09:10 作者: 審問(wèn) 時(shí)間: 2025-3-24 11:09 作者: Fortify 時(shí)間: 2025-3-24 17:01 作者: 并置 時(shí)間: 2025-3-24 19:30
https://doi.org/10.1007/978-1-4613-9499-0Action; Denken; Kind; Lernen; children; developmental psychology; learning; psychology作者: NOCT 時(shí)間: 2025-3-25 01:09
Springer Series in Cognitive Developmenthttp://image.papertrans.cn/l/image/582958.jpg作者: Crepitus 時(shí)間: 2025-3-25 05:19
978-1-4613-9501-0Springer-Verlag New York Inc. 1983作者: Dissonance 時(shí)間: 2025-3-25 09:40 作者: 到婚嫁年齡 時(shí)間: 2025-3-25 13:13
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