Cognition and Instruction
Lawrence Erlbaum Associates Inc (Verlag)
978-0-89859-434-8 (ISBN)
Klahr, David
Preface, PART I: STRATEGIES FOR INSTRUCTIONAL RESEARCH, 1. Promoting Language Skills: The Role of Instruction, 2. Sources of Dependency in Cognitive Processes, 3. Task Analysis in Instructional Design: Some Cases from Mathematics, 4. Adaptive Instructional Systems: Some Attempts to Optimize the Learning Process, 5. Methods and Models for Task Analysis in Instructional Design, 6. Notes on a Cognitive Theory of Instruction, PART II: PROCESS AND STRUCTURE IN LEARNING, 7. Cognitive Objectives of Instruction: Theory of Knowledge for Solving Problems and Answering Questions, 8. Impression Formation, Discrepancy from Stereotype, and Recognition Memory, 9. Comments on Learning Schemata and Memory Representation, 10. Abstract Conceptual Knowledge: How We Know What We Know, 11. Toward a Theory of Instructional Growth, 12. It's the Thought that Counts: New Approaches to Educational Theory, PART III: FUNDAMENTAL PROCESSES IN COMPREHENDING AND UNDERSTANDING INSTRUCTIONS, 13. Verbal Comprehension in Instructional Situations, 14. Understanding Complex Task Instructions, 15. Education and Understanding, 16. Instruction in Difficult Contexts: Comments on Just and Carpenter and Simon and Hayes, PART IV: GENERAL COMMENTS, 17. Cognitive Psychology and Instructional Design, 18. Implications for Instructional Research, 19. Designing a Learner: Some Questions, REFERENCES, Author Index, Subject Index
Erscheint lt. Verlag | 15.3.1987 |
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Reihe/Serie | Carnegie Mellon Symposia on Cognition Series |
Verlagsort | Mahwah |
Sprache | englisch |
Maße | 152 x 229 mm |
Gewicht | 657 g |
Themenwelt | Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie |
Geisteswissenschaften ► Psychologie ► Test in der Psychologie | |
Geisteswissenschaften ► Psychologie ► Verhaltenstherapie | |
Sozialwissenschaften ► Pädagogik | |
ISBN-10 | 0-89859-434-0 / 0898594340 |
ISBN-13 | 978-0-89859-434-8 / 9780898594348 |
Zustand | Neuware |
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