Zobrazeno 1 - 10
of 52
pro vyhledávání: '"Michael Shayer"'
Autor:
Andreas Demetriou, George Spanoudis, Smaragda Kazi, Antigoni Mouyi, Mislav Stjepan Žebec, Elena Kazali, Hudson Golino, Karin Bakracevic, Michael Shayer
Publikováno v:
Journal of Intelligence, Vol 5, Iss 2, p 23 (2017)
Integration/differentiation of mental processes is major mechanism of development. Developmental theories ascribe intellectual development to it. In psychometric theory, Spearman’s law of diminishing returns postulates that increasing g allows incr
Externí odkaz:
https://doaj.org/article/30142ae5fa2d43f59de6440e567319e7
Written by experienced teachers and educational researchers Phillip Adey and Michael Shayer, Really Raising Standards analyses attempts to teach children to think more effectively and efficiently. Their practical advice on how to improve children's p
Autor:
James R. Flynn, Michael Shayer
Publikováno v:
Intelligence. 66:112-121
The IQ gains of the 20th century have faltered. Losses in Nordic nations after 1995 average at 6.85 IQ points when projected over thirty years. On Piagetian tests, Britain shows decimation among high scorers on three tests and overall losses on one.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7acda48ae7a41012ce630b54c99ef2f1
https://doi.org/10.1016/j.intell.2017.11.010
https://doi.org/10.1016/j.intell.2017.11.010
Publikováno v:
Enfance. :365-396
Cet article resume une theorie integrative de la structure de l’intelligence et de son developpement. Cette theorie precise l’existence d’un noyau commun de processus (Abstraction, Ajustement representatif et prise de conscience Cognitive, c’
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::79ed2efb04483acfa3a11b7c03bf592c
https://doi.org/10.3917/enf1.143.0365
https://doi.org/10.3917/enf1.143.0365
Piagetian theory was once considered able to describe the structure and development of human thought. As a result, it generated an enthusiasm that it could direct education to develop new teaching methods, particularly in science and mathematics. How
Autor:
Mundher Adhami, Michael Shayer
Publikováno v:
British Journal of Educational Psychology. 80:363-379
Background In the context of the British Government's policy directed on improving standards in schools, this paper presents research on the effects of a programme intended to promote the cognitive development of children in the first 2 years of prim
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d83967f1b95dda65945c1e5a9a0c11f8
https://doi.org/10.1348/000709909x482363
https://doi.org/10.1348/000709909x482363
Autor:
Michael Shayer, Denise Ginsburg
Publikováno v:
British Journal of Educational Psychology. 79:409-418
Background Shayer, Ginsburg, and Coe (2007) showed that children leaving primary school in Y6 entered secondary school with much lower levels of understanding of the physical conservations than in 1976. It seemed desirable to investigate cognitive de
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8bdeb451c1801bc08d55fba2f45bcb69
https://doi.org/10.1348/978185408x383123
https://doi.org/10.1348/978185408x383123
Autor:
Michael Shayer
Publikováno v:
British Journal of Educational Psychology. 78:1-29
Two separate paths to the concept of intelligence are discussed: the psychometric path being concerned with the measurement of intelligence, involving the methodology of norm-referenced testing; the path followed by Piaget, and others, addresses from
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6ead78d130462fffceb04817a73e66ab
https://doi.org/10.1348/000709907x264907
https://doi.org/10.1348/000709907x264907
Publikováno v:
British Journal of Educational Psychology. 77:25-41
Background. Volume & Heaviness was one of three Piagetian tests used in the CSMS survey in 1975/76. However unlike psychometric tests showing the Flynn effect – that is with students showing steady improvements year by year requiring tests to be re
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::33d3122896b967672a7b23126e371bb7
https://doi.org/10.1348/000709906x96987
https://doi.org/10.1348/000709906x96987
Autor:
Michael Shayer, Mundher Adhami
Publikováno v:
Educational Studies in Mathematics. 64:265-291
The CAME1 project was inaugurated in 1993 as an intervention delivered in the context of mathematics with the intention of accelerating the cognitive development of students in the first two years of secondary education. This paper reports substantia
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d5d52fee549be8b3ac15826a646697c1
https://doi.org/10.1007/s10649-006-9037-1
https://doi.org/10.1007/s10649-006-9037-1