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Learning and intruction: European Research in an international context

Imagen de portada del libro Learning and intruction

Información General

Autores: Heinz Mandl (coord.), Erik de Corte (coord.), Neville Bennett (coord.), Helmut Felix Friedrich (coord.)
Editores: Oxford: Pergamon
Año de publicación: 1990
País: Reino Unido
Idioma: inglés
ISBN: 0-08-040252-6
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Otros catálogos

Red de Bibliotecas Universitarias (REBIUN)

Citas a capítulos: 3 Citas

Esta obra consta de los siguientes volúmenes

Vol. 1: Social and cognitive aspects of learning and instruction
Vol. 2: Analysis of complex skills and complex knowledge domains

Listado de artículos

Vol. 1: Social and cognitive aspects of learning and instruction. 1990
- Part 1: Social interaction in learning and instruction
  - Social context, semiotic mediation, and forms of discourse in constructing knowledge at school
    Clotilde Pontecorvo
    págs. 1-26
  - Peer interaction and conceptual change
    René Amigues
    págs. 27-44
  - Peer interaction in solving a binary matrix problem: possible mechanisms causing individual progress
    Agnès Blaye
    págs. 45-56
  - The effects of group composition on group interactive processes and pupil understanding
    Neville Bennett, Allyson Cass
    págs. 57-75
  - Adult-child and peer relationship: action, representation, and learning process
    M. Pilar Lacasa Díaz, M.ª Dolores Villuendas
    págs. 75-94
  - Evalutation of task interdependence and peer tutoring in a compact co- operative learning technique
    René Lamberigts
    págs. 95-112
  - Social interaction in problem-solving activities
    Jos van der Linden, Gijsbert Erkens, Yyvonne F. Barnard
    págs. 113-126
- Part 2: Problem Solving
  - On the mulplicity of learning to solve problems
    Wouter Jansweijer, Jan J. Elshout, Bob J. Wielinga
    págs. 127-146
  - Self- regulation and problem solving
    Frank P.C.M de Jong
    págs. 147-160
  - The objective and subjective structure of problem- solving abilities: metacognitive awareness from early adolescence to middle age
    Andreas Demetriou, Anastasia Efklides
    págs. 161-180
  - Simulation and analysisis of problem solving and dialogue psocessing within co- operative learning
    Yyvonne F. Barnard, Gijsbert Erkens
    págs. 181-196
  - Learning by doing in the control of a complex system
    Rainer H. Kluwe, Carlo Misiak, Hilde Haider
    págs. 197-218
  - Learning: Fitting the world model to the task. Can we learn every world model for every task "by doing"?
    Hansruedi Kaiser, Beat Keller
    págs. 219-230
  - An item response model for describing the use of strategies in embedded figures tasks
    Albèr H. Pennings
    págs. 231-246
  - Instruction for learning natural concepts
    Sanne Dijkstra, Hendrik H. Leemkuil, Frederik J. A. Ranzijn
    págs. 247-260
  - Differential effects of typical cases on categorization
    Jan Gulmans
    págs. 261-274
- Part3: Basic Processes in knowledge acquisition
  - The effect of automaticity on individual variation and retention
    Jan Carol Näslund
    págs. 275-290
  - Stimulus and observer determinants in holistic and analytic processing
    Soledad Ballesteros Jiménez, María José González Labra
    págs. 291-304
  - Reasoning by argumentation
    James F. Voss
    págs. 305-320
- Part 4: Learning with computers
  - Tying development of intelligent tutors to research on theories of learning
    Alan Lesgold
    págs. 321-338
  - A conceptual overview on "Soumo": an intelligent learning envioronment in the physical domain of superposition of motions
    Heinz Mandl, Jürgen Bollwahn, Aemilian Hron, Sigmar-Olaf Tergan
    págs. 339-348
  - Towards general knowledge-diagnosis systems for student and user-modelling
    Peter Reimann
    págs. 349-366
  - Intelligent tutoring systems for training in geometrical proof and construction problems
    Wolfgang Barz, Gerhard Holland
    págs. 367-386
  - Numbers and space: A study of the acquisition of cartesian representations using educational software
    Janine Rogalski
    págs. 387-400
  - Girls, boys, and turtles: gender effects in young children learning with LOGO
    Martin Hughes, Pam Greenhough, Alan Biby, Ann Brackenridge
    págs. 401-410
  - LOGO: an aid to pupils' thinking and learning in mathematics?
    Celia Hoyles, Rosamund Sutherland
    págs. 411-428
  - Using microcomputers in the teaching of spelling
    Johan Undheim Olav
    págs. 429-442
  - Perspectives for research in science teaching: using the computer as laboratoy partner
    Marcia C Linn
    págs. 443-460
- Individual diferences and learning
  - Individual differences in learning peformance and in school achievement: plausible parallels and unexplained discrepancies
    Franz E. Weinert, Andreas Helmke, Wolfang Schneider
    págs. 461-480
  - A structural model for individual differences in academic perdormance of freshmen
    Marleen Decruyenaere, Piet J. Janssen
    págs. 481-496
  - Goals in the adactive learning of university students
    Simone Volet, Jeanette A. Lawrence
    págs. 497-516
  - Motivation by cognitive controversy: a challenge to cooperate for every learner?
    Günter L. Huber
    págs. 517-532
  - Motivation to be educated: Sense of obligation in the classroom
    Mordecai Nisan
    págs. 533-547
  - Assessment of learning ability. Learning ability tests and the analysis of learning processes
    Wied Ruijssenaars, Johan Hamers
    págs. 547-560
- Fundamental approaches and research strategies
  - Cognitive science and instruction: why the revolution is not here (yet)
    Stellan Ohlsson
    págs. 561-600
  - The phenomenography of learning- a wuialitative approach to aducational research and soome of its implications for didactics
    F. Marton
    págs. 601-616
  - Research and development in and instructional psychology
    Hans Aebli
    págs. 617-632
  - Rearch and development of teaching /learning models for guided self-instruction
    Heinz Mandl, Wolfgang Schnotz, Helmut Felix Friedrich
    págs. 633-644
  - How can we generate stable, consistent, and generalizable results in the field of research on teaching?: Theorical considerations and practical tests
    Frank Achtenhagen
    págs. 645-662
  - Reasearch on learning and instruction: trends and problems in Czechoslowakia and the Soviet Union
    J. Prucha
    págs. 663-678
  - Author index
    págs. 679-690
  - Subject index
    págs. 691-695
Vol. 2: Analysis of complex skills and complex knowledge domains. 1990
- Part 1. Teaching
  - When teaching kills learning: research on mathemathantics
    Richard E. Clarck
    págs. 1-22
  - Paradigmatic teaching of inductive thinking
    Karl Josef Klauer
    págs. 23-46
  - Formation of learning activity in pupils
    Joachim Lompscher
    págs. 47-66
  - Teaching decision-making to solve textbook problems
    Michel Caillot
    págs. 67-84
  - Integrating the development of the operational abilities of thinking and the transmission of knowledge
    Benö Csapó
    págs. 85-96
  - Types and consequences of student teachers' diagnoses during classroom interaction
    Jan Broeckmans
    págs. 95-112
  - Teachers' questions: some differences between experienced and novice teachers
    Eero Ropo
    págs. 113-128
  - Maternal sensitivity and teaching behavior in dyadice interaction
    Harry Smeets, Hans J. Plomp, Frits A. Goosens
    págs. 129-138
  - Injustice in interactions between teachers and pupils
    Marek Wosinski
    págs. 139-152
  - The development of professional perspectives and behaviour in prospective teachers
    Tygve Bergem
    págs. 153-172
  - The professional ethics of teachers as a result of a developmental process: conditions and consequences
    Ewald Terhart
    págs. 173-180
- Part 2. Text comprehension
  - Selecting and cueing key phrases in instructional texts
    Bernardette H.A.M. van Hout Wolters
    págs. 181-198
  - Relative importance of information and retrieval from memory
    Serge Baudet
    págs. 199-214
  - Thinking out loud about concepts in science text: how instructional objectives work
    Shawns M. Glynn, K. Denise Muth, Bruce K. Britton
    págs. 215-224
  - Information selection strategies in the reading of scientifique texts
    Jean Pierre Rossi, A. Bert Erboul
    págs. 225-234
  - Repeated reading and severe reading disability
    Aryan van der Leij, Victor van Daal
    págs. 235-252
  - Self-imposed local learning criteria in studying texts
    Marianne Elshout-Mohr, M.M. van Daalen-Kapteijns
    págs. 253-270
  - Recall of nonintegrated paragraphs form a text
    Gerrit van Dam, Michèle Brinkerink-Carlier
    págs. 271-282
  - Student- generated activities in learner- and program-controlled text processing
    Gijsbertus Beukhof
    págs. 283-294
- Part 3. Text Production
  - The effect of topic and theme interestingness on the production of school expositions
    Suzanne Hidi, John McLaren
    págs. 295-308
  - Constructing and highlighting main points in production
    V. L. Zammuner
    págs. 309-328
  - Composition book-learning to write by dialogue
    Erwin Beck, Thomas Bachmann
    págs. 329-340
  - Knowledge and text production
    Gunther Eigler, Thomas Jechle, Gabriele Merziger, Alexander Winter
    pág. 341
  - Micro-and macrostructural planning and control in production: Approaches to the storytelling situation
    Eric Espéret
    págs. 357-366
  - Learning text composition in early literacy
    Clotilde Pontecorvo, Christina Zucchermaglio
    págs. 367-384
  - Testing the Bereiter model of writing: cognitive and communicative aspects of diary- writing during adolescence
    Inge Seiffge-Krenke
    págs. 385-398
- Part 4. Mathematics
  - Problem solving and concept development in the learning of mathematics
    Gérard Vergnaud
    págs. 399-414
  - Do nonsemantic factors also influence the solution process of addition and subtraction word problems?
    Lieven Verschaffel, Erik de Corte
    págs. 415-430
  - A training procedure for children with learning deficiences to improve their representation of simple arithmetic word problems
    Ernest C. D. M. van Lieshout, Monique W.M. Jaspers
    págs. 445-460
  - A structuring principle for the memory representation of simple arithmetic facts
    A. Leo Beem, Martin J. Ippel
    págs. 445-461
  - Conceptual obstacles to the development of the concepts of multipliaction and division
    Brian Greer
    págs. 461-476
  - From text to situation to equation: cognitive simulation of understanding and solving mathematical word problems
    Kurt Reusser
    págs. 477-498
  - Deductive reasoning in geometry: search strategies and surface features
    Anh Nguyen- Xuan
    págs. 499-522
  - An analysis of item difficulty in the solution of geormetric analogies
    María José González Labra, Soledad Ballesteros Jiménez
    págs. 523-536
  - Mediationg processes between children' s self-concept of ability and mathematical achievement: A longitudinal study
    Andreas Helmke
    págs. 537-550
  - Statistical preconceptions during data analysis by naïve subjects
    Denis Corroyer, Jacques Mathieu
    págs. 551-566
- Part 5. Sciences
  - Sciences students' conceptions: themes and variations
    Maureen Pope, John Gilbert
    págs. 567-588
  - Psychological aspects of learning about basic electricity
    Christoph von Rhöneck, Karl Grob
    págs. 589-604
  - A cross cultural investigation of children's conceptions about the earth, the sun, and the moon: Greek and American data
    Stella Vosniadou, William F. Brewer
    págs. 605-630
  - Learning and teaching at middle school level of concepts and phenomena in physics: the case of temperature
    Andrée Tiberghien
    págs. 631-648
  - Children' s reasoning about biological structures
    Silvia Caravita, Francesco Tonucci, Giuliana Giuliani, Vito Consoli, Graziella Rrusca
    págs. 649-670
  - Author Index
    págs. 671-682
  - Subject Index
    págs. 683-688

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