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Titlebook: Understanding Literacy and Cognition; Theory, Research, an Che Kan Leong,Bikkar S. Randhawa Book 1989 Plenum Press, New York 1989 cognition

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發(fā)表于 2025-3-21 17:38:21 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱Understanding Literacy and Cognition
副標(biāo)題Theory, Research, an
編輯Che Kan Leong,Bikkar S. Randhawa
視頻videohttp://file.papertrans.cn/942/941527/941527.mp4
圖書封面Titlebook: Understanding Literacy and Cognition; Theory, Research, an Che Kan Leong,Bikkar S. Randhawa Book 1989 Plenum Press, New York 1989 cognition
描述What does it me an to be literate? What does it mean to be a cognizing individual? What is the nature of cognizing? These are not new questions. They have been treated as "philosophical puzzles" to be pondered systema- tically in the hope of some eventual solution. They have also been viewed as sets of "language games" with their own rules to enable the individual to understand the world. These age-old and significant issues gain renewed meaning with our advances in technology and neurosciences. Psychologists and educators would need to be aware of the explicit knowledge needed to prepare their students to be literate individuals. These were some of the questions that a small number of psychologists, educators, and computer scientists attempted to answer when they gathered for the Symposium Literacy and Cognition, which was held at the University of Saskatchewan, Saskatoon, Canada from 29th to 31st October, 1987. The occasion also marked the sixtieth anniversary of the College of Education of the University, which had as its beginning the Normal School for the Province of Saskatchewan. We are grateful to the presenters for their presentations and their written papers, and also to o
出版日期Book 1989
關(guān)鍵詞cognition; cognitive science; computer; education; knowledge; language; literacy; nature; neuroscience; resea
版次1
doihttps://doi.org/10.1007/978-1-4684-5748-3
isbn_softcover978-1-4684-5750-6
isbn_ebook978-1-4684-5748-3
copyrightPlenum Press, New York 1989
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Dual-Route, Act*, and PDP Models of the Acquisition of Word Decoding SkillsA necessary, but perhaps not sufficient condition of literacy is the ability to decode individual words. Our understanding of this remarkable achievement has profited greatly by the fact that the study of word-level reading processes has been, and continues to be, a major interest to those who study human cognition.
板凳
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Some Re-Thinking of the Psycho-Educational Diagnostic Process from the Perspective of Developing a CIt has become customary to refer to educational applications of computer technology, e.g., in fostering learning, as computer-.; whereas in the research project with which we are engaged is concerned, we refer to “computer-. diagnosis.” What’s in a name? As things are turning out, quite a lot.
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978-1-4684-5750-6Plenum Press, New York 1989
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Technological Literacy: Implications for Instruction notion that technology held the key to economic prosperity. The manifestation of this optimism was seen in concrete benefits to segments of North American society: Improved clothing, housing, health care, communications, and so on. Technology became the focus of public homage.
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https://doi.org/10.1007/978-1-4684-5748-3cognition; cognitive science; computer; education; knowledge; language; literacy; nature; neuroscience; resea
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Literate Thoughtment as well as other social ills, that makes us think of illiteracy as if it were some degrading social disease, of illiterates as second class citizens, and of education as a means of eliminating the “scourge” of illiteracy (Olson, 1974).
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Book 19899th to 31st October, 1987. The occasion also marked the sixtieth anniversary of the College of Education of the University, which had as its beginning the Normal School for the Province of Saskatchewan. We are grateful to the presenters for their presentations and their written papers, and also to o
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