Titlebook: Learning in Children; Progress in Cognitiv Jeffrey Bisanz,Gay L. Bisanz,Robert Kail Book 1983 Springer-Verlag New York Inc. 1983 Action.Den

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書目名稱Learning in Children影響因子(影響力)




書目名稱Learning in Children影響因子(影響力)學(xué)科排名




書目名稱Learning in Children網(wǎng)絡(luò)公開度




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書目名稱Learning in Children被引頻次




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1431-8555 rogress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published eithe978-1-4613-9501-0978-1-4613-9499-0Series ISSN 1431-8555

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Book 1983 would be much disagreement as to the exact proportion of papers published in develop- mental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel- opment is especially appropriate at this time. The

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勾引

Social Learning, Causal Attribution, and Moral Internalization,ral years, however, psychologists working within the framework of attribution theory have presented an alternative conceptualization of the effects of socialization practices on the child’s development and have begun to muster substantive support for their position.

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泛濫

Urgency

Research Strategies for a Cognitive Developmental Psychology of Instruction,or example, argued that “a theory of learning describes, after the fact, the conditions under which some competence is acquired. A theory of instruction is a normative theory in that it sets up criteria of performance and then specifies the conditions required for meeting them” (p. 4).