Zobrazeno 1 - 10
of 52
pro vyhledávání: '"Mitchell Rabinowitz"'
Publikováno v:
PLoS ONE, Vol 11, Iss 7, p e0158382 (2016)
Several contagious diseases were nearly eradicated through childhood vaccination, but some parents have decided in recent years not to fully vaccinate their children, raising new public health concerns. The question of whether and how beliefs about v
Externí odkaz:
https://doaj.org/article/415c5865965544ccbe4c5e2c71b3f094
Autor:
Yangqian Shen, Danielle Lynn Auriemma, Mitchell Rabinowitz, Katherine Lantier-Galatas, Yi Ding, Chun Zhang
Publikováno v:
Learning Disabilities Research & Practice. 37:51-63
A festschrift to honor Jean Mandler, this volume contains contributions from leading scholars focusing on the child's development of memory, visual representation, and language. It is appropriate for students and researchers in cognitive psychology,
Publikováno v:
Contemporary Educational Psychology. 56:91-105
An experiment was conducted to assess how accessibility to relevant knowledge would affect performance on verbal analogy problems as well as the efficacy, perception, and continuation of use of a componential strategy for solving these problems. Part
Autor:
Mitchell Rabinowitz
Publikováno v:
Cognitive Science Foundations of Instruction ISBN: 9781315044712
Cognitive Science Foundations of Instruction
Cognitive Science Foundations of Instruction
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5757a03056a56668c68331bb348275e2
https://doi.org/10.4324/9781315044712-2
https://doi.org/10.4324/9781315044712-2
Autor:
Mitchell Rabinowitz
Contents: Preface. J.W. Thomas, W.D. Rohwer,Jr., Proficient Autonomous Learning: Problems and Prospects. The Cognition and Technology Group at Vanderbilt, Toward Integrated Curricula: Possibilities From Anchored Instruction. D. Cervone, The Role of S
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fce4ecbe866526d0359070786c8c6f0f
https://doi.org/10.4324/9781315044712
https://doi.org/10.4324/9781315044712
Autor:
Mitchell Rabinowitz, Arthur S. Elstein
Publikováno v:
Cognitive Science Foundations of Instruction ISBN: 9781315044712
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::89bb15ffc4a3fbcde400ae4b44e50785
https://doi.org/10.4324/9781315044712-8
https://doi.org/10.4324/9781315044712-8
Chapter 2 defines Guided Cognition design. We explain the Guided Cognition experimental paradigm and tell how we identified learning behaviors, which we are calling “cognitive events,” to use in homework questions and tasks. We show how some of t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::199ebbfa2d536765b429b83259164fad
https://doi.org/10.1016/b978-0-12-817538-5.00002-x
https://doi.org/10.1016/b978-0-12-817538-5.00002-x
This chapter reports 11 experiments that were done to determine whether Guided Cognition-designed homework facilitates learning middle school mathematics, and if so, to determine how it helps and what is learned. Experiments were performed in two mid
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ef5146b91c3866ef4f6b8b80214fa332
https://doi.org/10.1016/b978-0-12-817538-5.00004-3
https://doi.org/10.1016/b978-0-12-817538-5.00004-3
This chapter introduces the key concepts of the book and provides context for the experimental work to be reported in later chapters. First, we discuss the importance of unsupervised individual learning in education and the importance of homework. A
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::883402bee4ef6669815976e02837cd3d
https://doi.org/10.1016/b978-0-12-817538-5.00001-8
https://doi.org/10.1016/b978-0-12-817538-5.00001-8