Titlebook: Cognitive Strategy Research; From Basic Research Christine B. McCormick,Gloria E. Miller,Michael Pr Book 1989 Springer-Verlag New York Inc

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書目名稱Cognitive Strategy Research影響因子(影響力)




書目名稱Cognitive Strategy Research影響因子(影響力)學科排名




書目名稱Cognitive Strategy Research網(wǎng)絡公開度




書目名稱Cognitive Strategy Research網(wǎng)絡公開度學科排名




書目名稱Cognitive Strategy Research被引頻次




書目名稱Cognitive Strategy Research被引頻次學科排名




書目名稱Cognitive Strategy Research年度引用




書目名稱Cognitive Strategy Research年度引用學科排名




書目名稱Cognitive Strategy Research讀者反饋




書目名稱Cognitive Strategy Research讀者反饋學科排名

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Paradox

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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

Asymptomatic

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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

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鋼盔

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).

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https://doi.org/10.1007/978-1-4613-8838-8Motivation; attention; cognition; communication; instructional design; learning; psychology; learning and i