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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The Learning Paradigm as a Technique for Investigating Cognitive Development,design of these assessments is that children are presented with a set of materials (e.g., rows of objects) and asked questions based on these materials (e.g., “Which one has more or do they both have the same number?”). Children’s responses to the questions are taken as an index of their cognitive p

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Research Strategies for a Cognitive Developmental Psychology of Instruction, effectively. That is, a theory of learning and cognition and a theory of instruction are not the same, a fact noted by many authors. Glaser (1976), for example, argued that “a theory of learning describes, after the fact, the conditions under which some competence is acquired. A theory of instructi

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Social Learning, Causal Attribution, and Moral Internalization,has been inspired by learning theory. It is thus not surprising that learning-theory explanations figure prominently in contemporary accounts of the effectiveness of such practices as punishment, social reinforcement, and modeling (e.g., Parke, 1970, 1974; Walters & Grusec, 1977). Over the last seve

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https://doi.org/10.1007/978-1-4613-9499-0Action; Denken; Kind; Lernen; children; developmental psychology; learning; psychology

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Springer Series in Cognitive Developmenthttp://image.papertrans.cn/l/image/582958.jpg