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pro vyhledávání: '"Alex Cherry Wilkinson"'
Publikováno v:
OOPSLA
We have succeeded in streamlining the product development cycle by incorporating object-oriented technology into the requirements definition phase. We have developed a general format, supporting tools and a methodology for describing requirements in
Autor:
Ronald Koestler, Alex Cherry Wilkinson
Publikováno v:
Journal of Mathematical Psychology. 28:43-72
A Markovian model of repeated recall is presented that is based on four memory processes: (a) a presentation increment that strengthens the memory trace of a word when the word is shown to a subject, (b) a recall increment that strengthens the trace
Autor:
Alex Cherry Wilkinson
Publikováno v:
Cognitive Psychology. 16:28-64
Acquiring the knowledge that constitutes a cognitive skill is the issue examined in this research—in particular, the skill of counting. Two theories guided the research, one concerning partial knowledge during cognitive growth and the other concern
Autor:
Alex Cherry Wilkinson
Publikováno v:
Journal of Educational Psychology. 72:561-574
Autor:
Alex Cherry Wilkinson
Publikováno v:
Journal of Experimental Child Psychology. 32:354-371
Children between ages 9 and 13 were tested for recognizing and remembering words from 6- and 12-word lists. Opportunities for using deliberate mnemonics were severely restricted. Developmental functions showed different growth patterns for rememberin
Publikováno v:
Journal of Educational Psychology. 71:220-225
Autor:
Alex Cherry Wilkinson
Publikováno v:
Developmental Psychology. 18:876-893
Autor:
Alex Cherry Wilkinson
Publikováno v:
Developmental Review. 2:274-304
A theory of partial knowledge is proposed as an explanation of cognitive development, and methods are described for testing the theory. The theory consists of three structure-process pairs, each of which postulates a type of cognitive structure and a
Autor:
Alex Cherry Wilkinson, Beth A. Haines
Publikováno v:
Springer Series in Cognitive Development ISBN: 9781461291176
In this chapter, we analyze transitions during cognitive growth. Our approach contrasts with traditional methods of studying children’s cognition, which typically identify stages or sequences of development but are vague or altogether silent about
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::771a5ef39ee571bd479729b37a67cc98
https://doi.org/10.1007/978-1-4612-4694-7_3
https://doi.org/10.1007/978-1-4612-4694-7_3
Publikováno v:
Child Development. 54:898