acquisition
advanced cognitive skill acquisition research
Balance Scale Task
Category Verification Task
Category=JNT
Child's IQ
Child’s IQ
Class Inclusion Hierarchies
cognitive
Cognitive Control Strategies
cognitive skill intervention
Cognitive Skills Training
Comparative Human Cognition
Compositional Tasks
domain
Domain Specific Knowledge
education
educational assessment methods
English Grammar
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Executive Control Structure
General Cognitive Skills
human intelligence theory
institute
IQ Test
knowledge
Knowledge Acquisition
knowledge retention techniques
Knowledge Rich Domains
Low Information Transfer Rate
Metaconceptual Awareness
national
Novice Problem Solvers
Overburdening
Primitive Compositions
Proactive Inhibition
reasoning skills development
Rule Iii
SED
Similar Predictions Performance
socialization in education
specific
style
training
Unconstrained Hypotheses
Product details
- ISBN 9780898591668
- Weight: 1390g
- Dimensions: 152 x 229mm
- Publication Date: 01 Aug 1985
- Publisher: Taylor & Francis Inc
- Publication City/Country: US
- Product Form: Hardback
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First Published in 1985, Currently, two streams of endeavor offer promise for improving school effectiveness in developing students’ higher cognitive capacities. One of these is represented by the increased interest of school districts, colleges, and universities in identifying ways to help their students build the cognitive skills that enable them to learn and think effectively. What can be done, they ask, beyond teaching the fundamentals of reading, writing, arithmetic, and subject-matter knowledge, to enable students to use their skills and knowledge for effective problem solving, reasoning, and comprehension? The second stream is apparent in recent scientific advances in the study of intelligence, human development, problem solving, the structure of acquired knowledge, and the skills of learning. This is volume two of a collection of conference papers based on this topic.
S. F. Chipman, J. W. Segal (both National Institute of Education), R. Glaser (University of Pittsburgh)
