5 edition of An analysis of interview responses of creative third graders as the basis for identifying their characteristic attitudes. found in the catalog.
Thesis (Ph.D.)--The University of Akron, 1984Bibliography: leaves 173-181Microfilm. Ann Arbor, Mich. : University Microfilms, 1984 1 microfilm reel ; 35 mm
|The Physical Object|
|Pagination||xvi, 110 p. :|
|Number of Pages||78|
nodata File Size: 10MB.
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The work of Skinner and other behaviourists undoubtedly generated some important findings, but Key Term they completely disregarded the cognitive processes underlying the Behaviourism responses they were studying. 5 Understanding the meanings of words 272 273 274 275 275 276 277 279 279 279 281 281 283 284 286 286 288 289 293 293 295 296 298 299 299 300 302 303 303 304 306 307 308 309 309 311 311 311 314 316 316 317 xi xii Contents 10.
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with school teachers. 4 COGNITIVE NEUROSCIENCE AND NEUROPSYCHOLOGY THE STRUCTURE AND FUNCTION OF THE BRAIN Cognitive neuroscience is concerned with the relationship between brain function and cognition, and normally makes use of brainimaging techniques. One way has been considered in Chapter 1 and will be covered in much more detail in Chapter 3 and this is that our cognitive resources can only cope with a certain amount of incoming information, so that a proportion of it is filtered out by our attentional 2.
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To communicate, instruct in a moral principle. 3 Intact and impaired memory systems Motor skills Implicit memory Familiarity and context recollection Episodic and semantic memory Explaining preserved memory function in amnesia 173 174 176 177 177 179 181 181 183 185 185 185 186 187 188 189 190 191 192 192 193 196 197 200 202 203 204 205 205 205 208 210 210 211 212 213 215 215 218 219 220 221 223 225 ix x Contents 7.
You see the organization you work in as a system that operates in a large, complex institutional and societal context. The learning society, stressing as it does the learner-centredness of education, the significance of non-formal, informal, reflexive, experiential and developmental learning, poses a challenge to didacticism in general and lecturing in particular.
In order to help the student apply scientific principles and concepts to new problems, these principles must be learned well in biology, chemistry, anatomy and physiology.
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1987 Adult Learning in the Social Context London: Croom Helm Jarvis, P.