Kooperativer Bibliotheksverbund

UID:

Format: xiv, 204 Seiten : , Diagramme.

ISBN: 978-0-12-817538-5

Note: Literaturverzeichnis: Seite 187-199

Language: English

Subjects: Education , Psychology

URL: Inhaltsverzeichnis

URL: Inhaltsverzeichnis

UID:

Format: XIII, 281 S.

ISBN: 0805841962

Note: Festschrift Jean M. Mandler , Includes bibliographical references and indexes

Language: English

Subjects: Psychology

Keywords: Kind ; Gedächtnis ; Aufsatzsammlung ; Kind ; Kognitive Entwicklung ; Gedächtnis ; Gehölz ; Aufsatzsammlung ; Festschrift

URL: Verlagsangaben

UID:

Format: X, 239 S. : graph. Darst.

ISBN: 0-8058-1279-2

Subjects: Psychology

Keywords: Unterrichtstheorie ; Kognitionswissenschaft ; Kognition ; Lernpsychologie ; Pädagogische Psychologie ; Didaktik ; Kognitionswissenschaft ; Unterricht ; Kognitionswissenschaft ; Kognition ; Unterricht ; Kognitive Psychologie ; Aufsatzsammlung ; Aufsatzsammlung

URL: http://www.loc.gov/catdir/enhancements/fy0745/92039390-d.html

UID:

Format: 1 online resource (220 pages)

Edition: 1st edition

ISBN: 0-12-817539-7

Content: Guided Cognition for Learning: Unsupervised Learning and the Design of Effective Homework details a new instructional design approach called Guided Cognition where homework tasks are designed to guide learners to engage in specific, observable cognitive events that are hypothesized to elicit underlying theoretical cognitive processes that result in learning. Outlining the results of twenty-six experiments completed over the course of eight years, the book tells a significant story about the generality of Guided Cognition instructional design to improve comprehension and recall by students of varying ages and ability levels. Explains why unsupervised learning is a major part of education Reviews the history of homework in American education Shows that quality of homework is more important than quantity Illustrates how Guided Cognition-designed homework improves learning for literature and mathematics Compares Guided Cognition to other types of instructional design Analyzes how the surface structure of Guided Cognition tasks relate to underlying psychological processes Discusses the effects of the internet on learning Presents applications that facilitate lifelong learning Includes an appendix of frames and guidelines for authoring Guided Cognition questions and tasks

Note: Front Cover -- Guided Cognition for Learning: Unsupervised Learning and the Design of Effective Homework -- Guided Cognition for Learning: Unsupervised Learning and the Design of Effective Homework -- Copyright -- Contents -- Preface -- Acknowledgments -- FUNDING -- PARTICIPATING SCHOOLS -- PARTICIPATING TEACHERS -- GRADUATE RESEARCH ASSISTANTS -- PRESENTATIONS OF GUIDED COGNITION DESIGN RESEARCH -- 1 - The Importance of Unsupervised Individual Learning in Education -- The Importance of Homework -- A Brief History of Homework in American Education -- The Relation of Unsupervised Individual Learning to Supervised Group Learning -- The Relation of Unsupervised Individual Learning and Homework -- 2 - Guided Cognition: A New Approach to Designing Effective Homework -- What Is Guided Cognition Design? -- The Guided Cognition Experimental Paradigm -- 3 - Guided Cognition Effects in Learning Literature -- Experiments 1 and 2: Can Guided Cognition-Designed Homework Facilitate Learning for Average- and Advanced-Ability Literatur ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Performance data: Experiment 1 (average-ability students) -- Performance data: Experiment 2 (advanced-ability students) -- Perceptions and preferences survey data -- Experiments 3 and 4: Is Guided Cognition Effective When We Control Homework Study Time and When We Eliminate Teaching? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 5: Can Learning Be Predicted by Time Spent on Either Traditional or Guided Cognition Homework? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Content retention -- Time on homework -- Relation of time spent on homework and subsequent performance. , Experiments 6 and 7: Do the Benefits of Guided Cognition Persist, or Are They the Result of Novelty? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Experiments 8 and 9: Is Guided Cognition of Unsupervised Learning Effective for Younger Students? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiments 10 and 11: Do Process-Focused Metacognitive/Planning/Evaluative Cognitive Events Promote Learning as Do Content ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Overall effects of Act III homework -- Effects of individual content-focused cognitive events in Act III homework -- Proactive effects of Guided Cognition experience -- Discussion -- Conclusions of Guided Cognition Research for Literature Homework Design -- 4 - Guided Cognition Effects in Learning Mathematics -- Experiment 12: Can Guided Cognition-Designed Homework Facilitate Learning of Basic Geometry Concepts by Middle School Mathe ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 13: Can Guided Cognition-Designed Homework Facilitate Learning of Positive and Negative Integer Addition by Midd ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 14: What Specific Skills and Strategies in Mathematics Can Be Learned More Effectively as a Result of Guided Cog ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 15: How Does Guided Cognition Homework Promote Learning? Is the Gain Temporary or Is It Long Lasting? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 16: Is Guided Cognition Homework Efficient for Learning Mathematics? -- Method -- Participants -- Materials. , Design and procedure -- Results -- Discussion -- Experiment 17: What Are the Long-Term Effects on Problem-Solving Ability of Trading Off Some Calculation Practice for Conce ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 18: Can Merely Reading Completed Examples of Cognitive Events Facilitate Learning Mathematics? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 19: Is There Very Long-Term Improvement in Problem-Solving Performance When Completed Guided Cognition Examples ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 20: Is Guided Cognition Homework Beneficial for Mathematics Students of Various Ability Levels? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 21: Is the Guided Cognition Advantage Maintained Over a Very Long Time for Low- and Average-Ability Students? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 22: Is Guided Cognition More Effective as an "Advance Organizer" or as a "Consolidator"? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Conclusions of Guided Cognition Research for Mathematics Homework Design -- 5 - Students' Perceptions and Preferences -- How to Think about Students -- Dimensions of Design -- The Value of Homework and Student Motivation -- What Do Students Think of Guided Cognition Design? -- Opinion Surveys 1 and 2: Students' Opinions of Guided Cognition Homework -- Method -- Opinion survey 1 -- Participants -- Materials and procedure -- Opinion survey 2 -- Participants -- Materials and procedure -- Results. , Experiments 23 and 24: If Given a Choice, Will Students Choose Traditional or Guided Cognition Homework? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Experiments 25 and 26: Does Guided Cognition Homework Influence Subsequent Unguided Study of Advanced-Ability and Average-A ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Experiment 25 (Advanced-Ability Students) -- Experiment 26 (Average-Ability Students) -- Discussion -- Will students accept Guided Cognition homework? -- 6 - Theoretical Considerations -- How Does Each Cognitive Event Facilitate Learning? -- Frame for the Role Play Cognitive Event -- Part A -- Part B -- The Role Play Cognitive Event Could Help With Subsequent: -- Interpretation -- Execution -- Cognitive Processes Likely Elicited by the Role Play Cognitive Event -- Frame for the Relate to Prior Experience Cognitive Event -- Part A -- Part B -- The Relate to Prior Experience Cognitive Event Could Help With Subsequent: -- Interpretation -- Execution -- Cognitive Processes Likely Elicited by the Relate to Prior Experience Cognitive Event -- Frame for the Divergent Thinking Cognitive Event -- Part A -- Part B -- The Divergent Thinking Cognitive Event Could Help With Subsequent: -- Interpretation -- Execution -- Cognitive Processes Likely Elicited by the Divergent Thinking Cognitive Event -- Frame for the Visualize and Illustrate Cognitive Event -- Part A -- Part B -- The Visualize and Illustrate Cognitive Event Could Help With Subsequent: -- Interpretation -- Execution -- Cognitive Processes Likely Elicited by the Visualize and Illustrate Cognitive Event -- The Relation of Cognitive Events to Cognitive Processes -- Surface Structure and Deep Structure of Cognitive Events -- The Frame for the Role Play Cognitive Event as Used in Literature Homework. , The Frame for the Role Play Cognitive Event as Used in Mathematics Homework -- Part A -- Part B -- 7 - Improving Unsupervised Individual Learning -- Improving the Student -- Improving the To-Be-Learned Content -- Improving the Questions and Tasks -- Guided Cognition Design -- Space Practice or Study -- Interleave Practice or Study -- Include More Testing (Retrieval Practice) -- Adjust Difficulty -- Embody Cognition -- 8 - Benefits and Applications of Guided Cognition Design -- Guided Cognition Effects and Student Ability -- Generality of Guided Cognition Design -- Implications for Instructional Design -- The Importance of Improving Unsupervised Individual Learning -- I - Characteristics of the Participating Schools and Student Populations -- SCHOOLS LISTED FOR EXPERIMENTS AND OPINION SURVEYS REPORTED IN EACH CHAPTER -- Chapter 3: Guided Cognition Effects in Learning Literature -- Chapter 4: Guided Cognition Effects in Learning Mathematics -- Chapter 5: Students' Perceptions and Preferences -- II - Experiments 3 and 4 Guided Cognition and Traditional Homework Questions from Part II of "The Secret Sharer" -- III - Experiments 10 and 11 Homework Materials for Conditions T, T + M, GC, and GC + M -- IV - Guidelines for Authoring Guided Cognition Homework -- References -- Index -- A -- C -- G -- H -- L -- M -- N -- P -- S -- T -- U -- W -- Back Cover.

Additional Edition: ISBN 0-12-817538-9

Language: English

UID:

Format: xiii, 281 p. : , ill.

Edition: Electronic reproduction. Ann Arbor, MI : ProQuest, 2015. Available via World Wide Web. Access may be limited to ProQuest affiliated libraries.

Language: English

Keywords: Electronic books.

URL: Click to View

UID:

Format: 1 online resource (220 pages)

Edition: 1st edition

ISBN: 0-12-817539-7

Content: Guided Cognition for Learning: Unsupervised Learning and the Design of Effective Homework details a new instructional design approach called Guided Cognition where homework tasks are designed to guide learners to engage in specific, observable cognitive events that are hypothesized to elicit underlying theoretical cognitive processes that result in learning. Outlining the results of twenty-six experiments completed over the course of eight years, the book tells a significant story about the generality of Guided Cognition instructional design to improve comprehension and recall by students of varying ages and ability levels. Explains why unsupervised learning is a major part of education Reviews the history of homework in American education Shows that quality of homework is more important than quantity Illustrates how Guided Cognition-designed homework improves learning for literature and mathematics Compares Guided Cognition to other types of instructional design Analyzes how the surface structure of Guided Cognition tasks relate to underlying psychological processes Discusses the effects of the internet on learning Presents applications that facilitate lifelong learning Includes an appendix of frames and guidelines for authoring Guided Cognition questions and tasks

Note: Front Cover -- Guided Cognition for Learning: Unsupervised Learning and the Design of Effective Homework -- Guided Cognition for Learning: Unsupervised Learning and the Design of Effective Homework -- Copyright -- Contents -- Preface -- Acknowledgments -- FUNDING -- PARTICIPATING SCHOOLS -- PARTICIPATING TEACHERS -- GRADUATE RESEARCH ASSISTANTS -- PRESENTATIONS OF GUIDED COGNITION DESIGN RESEARCH -- 1 - The Importance of Unsupervised Individual Learning in Education -- The Importance of Homework -- A Brief History of Homework in American Education -- The Relation of Unsupervised Individual Learning to Supervised Group Learning -- The Relation of Unsupervised Individual Learning and Homework -- 2 - Guided Cognition: A New Approach to Designing Effective Homework -- What Is Guided Cognition Design? -- The Guided Cognition Experimental Paradigm -- 3 - Guided Cognition Effects in Learning Literature -- Experiments 1 and 2: Can Guided Cognition-Designed Homework Facilitate Learning for Average- and Advanced-Ability Literatur ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Performance data: Experiment 1 (average-ability students) -- Performance data: Experiment 2 (advanced-ability students) -- Perceptions and preferences survey data -- Experiments 3 and 4: Is Guided Cognition Effective When We Control Homework Study Time and When We Eliminate Teaching? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 5: Can Learning Be Predicted by Time Spent on Either Traditional or Guided Cognition Homework? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Content retention -- Time on homework -- Relation of time spent on homework and subsequent performance. , Experiments 6 and 7: Do the Benefits of Guided Cognition Persist, or Are They the Result of Novelty? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Experiments 8 and 9: Is Guided Cognition of Unsupervised Learning Effective for Younger Students? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiments 10 and 11: Do Process-Focused Metacognitive/Planning/Evaluative Cognitive Events Promote Learning as Do Content ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Overall effects of Act III homework -- Effects of individual content-focused cognitive events in Act III homework -- Proactive effects of Guided Cognition experience -- Discussion -- Conclusions of Guided Cognition Research for Literature Homework Design -- 4 - Guided Cognition Effects in Learning Mathematics -- Experiment 12: Can Guided Cognition-Designed Homework Facilitate Learning of Basic Geometry Concepts by Middle School Mathe ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 13: Can Guided Cognition-Designed Homework Facilitate Learning of Positive and Negative Integer Addition by Midd ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 14: What Specific Skills and Strategies in Mathematics Can Be Learned More Effectively as a Result of Guided Cog ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 15: How Does Guided Cognition Homework Promote Learning? Is the Gain Temporary or Is It Long Lasting? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 16: Is Guided Cognition Homework Efficient for Learning Mathematics? -- Method -- Participants -- Materials. , Design and procedure -- Results -- Discussion -- Experiment 17: What Are the Long-Term Effects on Problem-Solving Ability of Trading Off Some Calculation Practice for Conce ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 18: Can Merely Reading Completed Examples of Cognitive Events Facilitate Learning Mathematics? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 19: Is There Very Long-Term Improvement in Problem-Solving Performance When Completed Guided Cognition Examples ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 20: Is Guided Cognition Homework Beneficial for Mathematics Students of Various Ability Levels? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 21: Is the Guided Cognition Advantage Maintained Over a Very Long Time for Low- and Average-Ability Students? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 22: Is Guided Cognition More Effective as an "Advance Organizer" or as a "Consolidator"? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Conclusions of Guided Cognition Research for Mathematics Homework Design -- 5 - Students' Perceptions and Preferences -- How to Think about Students -- Dimensions of Design -- The Value of Homework and Student Motivation -- What Do Students Think of Guided Cognition Design? -- Opinion Surveys 1 and 2: Students' Opinions of Guided Cognition Homework -- Method -- Opinion survey 1 -- Participants -- Materials and procedure -- Opinion survey 2 -- Participants -- Materials and procedure -- Results. , Experiments 23 and 24: If Given a Choice, Will Students Choose Traditional or Guided Cognition Homework? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Experiments 25 and 26: Does Guided Cognition Homework Influence Subsequent Unguided Study of Advanced-Ability and Average-A ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Experiment 25 (Advanced-Ability Students) -- Experiment 26 (Average-Ability Students) -- Discussion -- Will students accept Guided Cognition homework? -- 6 - Theoretical Considerations -- How Does Each Cognitive Event Facilitate Learning? -- Frame for the Role Play Cognitive Event -- Part A -- Part B -- The Role Play Cognitive Event Could Help With Subsequent: -- Interpretation -- Execution -- Cognitive Processes Likely Elicited by the Role Play Cognitive Event -- Frame for the Relate to Prior Experience Cognitive Event -- Part A -- Part B -- The Relate to Prior Experience Cognitive Event Could Help With Subsequent: -- Interpretation -- Execution -- Cognitive Processes Likely Elicited by the Relate to Prior Experience Cognitive Event -- Frame for the Divergent Thinking Cognitive Event -- Part A -- Part B -- The Divergent Thinking Cognitive Event Could Help With Subsequent: -- Interpretation -- Execution -- Cognitive Processes Likely Elicited by the Divergent Thinking Cognitive Event -- Frame for the Visualize and Illustrate Cognitive Event -- Part A -- Part B -- The Visualize and Illustrate Cognitive Event Could Help With Subsequent: -- Interpretation -- Execution -- Cognitive Processes Likely Elicited by the Visualize and Illustrate Cognitive Event -- The Relation of Cognitive Events to Cognitive Processes -- Surface Structure and Deep Structure of Cognitive Events -- The Frame for the Role Play Cognitive Event as Used in Literature Homework. , The Frame for the Role Play Cognitive Event as Used in Mathematics Homework -- Part A -- Part B -- 7 - Improving Unsupervised Individual Learning -- Improving the Student -- Improving the To-Be-Learned Content -- Improving the Questions and Tasks -- Guided Cognition Design -- Space Practice or Study -- Interleave Practice or Study -- Include More Testing (Retrieval Practice) -- Adjust Difficulty -- Embody Cognition -- 8 - Benefits and Applications of Guided Cognition Design -- Guided Cognition Effects and Student Ability -- Generality of Guided Cognition Design -- Implications for Instructional Design -- The Importance of Improving Unsupervised Individual Learning -- I - Characteristics of the Participating Schools and Student Populations -- SCHOOLS LISTED FOR EXPERIMENTS AND OPINION SURVEYS REPORTED IN EACH CHAPTER -- Chapter 3: Guided Cognition Effects in Learning Literature -- Chapter 4: Guided Cognition Effects in Learning Mathematics -- Chapter 5: Students' Perceptions and Preferences -- II - Experiments 3 and 4 Guided Cognition and Traditional Homework Questions from Part II of "The Secret Sharer" -- III - Experiments 10 and 11 Homework Materials for Conditions T, T + M, GC, and GC + M -- IV - Guidelines for Authoring Guided Cognition Homework -- References -- Index -- A -- C -- G -- H -- L -- M -- N -- P -- S -- T -- U -- W -- Back Cover.

Additional Edition: ISBN 0-12-817538-9

Language: English

UID:

Format: 1 online resource (220 pages)

Edition: 1st edition

ISBN: 0-12-817539-7

Content: Guided Cognition for Learning: Unsupervised Learning and the Design of Effective Homework details a new instructional design approach called Guided Cognition where homework tasks are designed to guide learners to engage in specific, observable cognitive events that are hypothesized to elicit underlying theoretical cognitive processes that result in learning. Outlining the results of twenty-six experiments completed over the course of eight years, the book tells a significant story about the generality of Guided Cognition instructional design to improve comprehension and recall by students of varying ages and ability levels. Explains why unsupervised learning is a major part of education Reviews the history of homework in American education Shows that quality of homework is more important than quantity Illustrates how Guided Cognition-designed homework improves learning for literature and mathematics Compares Guided Cognition to other types of instructional design Analyzes how the surface structure of Guided Cognition tasks relate to underlying psychological processes Discusses the effects of the internet on learning Presents applications that facilitate lifelong learning Includes an appendix of frames and guidelines for authoring Guided Cognition questions and tasks

Note: Front Cover -- Guided Cognition for Learning: Unsupervised Learning and the Design of Effective Homework -- Guided Cognition for Learning: Unsupervised Learning and the Design of Effective Homework -- Copyright -- Contents -- Preface -- Acknowledgments -- FUNDING -- PARTICIPATING SCHOOLS -- PARTICIPATING TEACHERS -- GRADUATE RESEARCH ASSISTANTS -- PRESENTATIONS OF GUIDED COGNITION DESIGN RESEARCH -- 1 - The Importance of Unsupervised Individual Learning in Education -- The Importance of Homework -- A Brief History of Homework in American Education -- The Relation of Unsupervised Individual Learning to Supervised Group Learning -- The Relation of Unsupervised Individual Learning and Homework -- 2 - Guided Cognition: A New Approach to Designing Effective Homework -- What Is Guided Cognition Design? -- The Guided Cognition Experimental Paradigm -- 3 - Guided Cognition Effects in Learning Literature -- Experiments 1 and 2: Can Guided Cognition-Designed Homework Facilitate Learning for Average- and Advanced-Ability Literatur ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Performance data: Experiment 1 (average-ability students) -- Performance data: Experiment 2 (advanced-ability students) -- Perceptions and preferences survey data -- Experiments 3 and 4: Is Guided Cognition Effective When We Control Homework Study Time and When We Eliminate Teaching? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 5: Can Learning Be Predicted by Time Spent on Either Traditional or Guided Cognition Homework? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Content retention -- Time on homework -- Relation of time spent on homework and subsequent performance. , Experiments 6 and 7: Do the Benefits of Guided Cognition Persist, or Are They the Result of Novelty? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Experiments 8 and 9: Is Guided Cognition of Unsupervised Learning Effective for Younger Students? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiments 10 and 11: Do Process-Focused Metacognitive/Planning/Evaluative Cognitive Events Promote Learning as Do Content ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Overall effects of Act III homework -- Effects of individual content-focused cognitive events in Act III homework -- Proactive effects of Guided Cognition experience -- Discussion -- Conclusions of Guided Cognition Research for Literature Homework Design -- 4 - Guided Cognition Effects in Learning Mathematics -- Experiment 12: Can Guided Cognition-Designed Homework Facilitate Learning of Basic Geometry Concepts by Middle School Mathe ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 13: Can Guided Cognition-Designed Homework Facilitate Learning of Positive and Negative Integer Addition by Midd ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 14: What Specific Skills and Strategies in Mathematics Can Be Learned More Effectively as a Result of Guided Cog ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 15: How Does Guided Cognition Homework Promote Learning? Is the Gain Temporary or Is It Long Lasting? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 16: Is Guided Cognition Homework Efficient for Learning Mathematics? -- Method -- Participants -- Materials. , Design and procedure -- Results -- Discussion -- Experiment 17: What Are the Long-Term Effects on Problem-Solving Ability of Trading Off Some Calculation Practice for Conce ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 18: Can Merely Reading Completed Examples of Cognitive Events Facilitate Learning Mathematics? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 19: Is There Very Long-Term Improvement in Problem-Solving Performance When Completed Guided Cognition Examples ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 20: Is Guided Cognition Homework Beneficial for Mathematics Students of Various Ability Levels? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 21: Is the Guided Cognition Advantage Maintained Over a Very Long Time for Low- and Average-Ability Students? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Experiment 22: Is Guided Cognition More Effective as an "Advance Organizer" or as a "Consolidator"? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Discussion -- Conclusions of Guided Cognition Research for Mathematics Homework Design -- 5 - Students' Perceptions and Preferences -- How to Think about Students -- Dimensions of Design -- The Value of Homework and Student Motivation -- What Do Students Think of Guided Cognition Design? -- Opinion Surveys 1 and 2: Students' Opinions of Guided Cognition Homework -- Method -- Opinion survey 1 -- Participants -- Materials and procedure -- Opinion survey 2 -- Participants -- Materials and procedure -- Results. , Experiments 23 and 24: If Given a Choice, Will Students Choose Traditional or Guided Cognition Homework? -- Method -- Participants -- Materials -- Design and procedure -- Results -- Experiments 25 and 26: Does Guided Cognition Homework Influence Subsequent Unguided Study of Advanced-Ability and Average-A ... -- Method -- Participants -- Materials -- Design and procedure -- Results -- Experiment 25 (Advanced-Ability Students) -- Experiment 26 (Average-Ability Students) -- Discussion -- Will students accept Guided Cognition homework? -- 6 - Theoretical Considerations -- How Does Each Cognitive Event Facilitate Learning? -- Frame for the Role Play Cognitive Event -- Part A -- Part B -- The Role Play Cognitive Event Could Help With Subsequent: -- Interpretation -- Execution -- Cognitive Processes Likely Elicited by the Role Play Cognitive Event -- Frame for the Relate to Prior Experience Cognitive Event -- Part A -- Part B -- The Relate to Prior Experience Cognitive Event Could Help With Subsequent: -- Interpretation -- Execution -- Cognitive Processes Likely Elicited by the Relate to Prior Experience Cognitive Event -- Frame for the Divergent Thinking Cognitive Event -- Part A -- Part B -- The Divergent Thinking Cognitive Event Could Help With Subsequent: -- Interpretation -- Execution -- Cognitive Processes Likely Elicited by the Divergent Thinking Cognitive Event -- Frame for the Visualize and Illustrate Cognitive Event -- Part A -- Part B -- The Visualize and Illustrate Cognitive Event Could Help With Subsequent: -- Interpretation -- Execution -- Cognitive Processes Likely Elicited by the Visualize and Illustrate Cognitive Event -- The Relation of Cognitive Events to Cognitive Processes -- Surface Structure and Deep Structure of Cognitive Events -- The Frame for the Role Play Cognitive Event as Used in Literature Homework. , The Frame for the Role Play Cognitive Event as Used in Mathematics Homework -- Part A -- Part B -- 7 - Improving Unsupervised Individual Learning -- Improving the Student -- Improving the To-Be-Learned Content -- Improving the Questions and Tasks -- Guided Cognition Design -- Space Practice or Study -- Interleave Practice or Study -- Include More Testing (Retrieval Practice) -- Adjust Difficulty -- Embody Cognition -- 8 - Benefits and Applications of Guided Cognition Design -- Guided Cognition Effects and Student Ability -- Generality of Guided Cognition Design -- Implications for Instructional Design -- The Importance of Improving Unsupervised Individual Learning -- I - Characteristics of the Participating Schools and Student Populations -- SCHOOLS LISTED FOR EXPERIMENTS AND OPINION SURVEYS REPORTED IN EACH CHAPTER -- Chapter 3: Guided Cognition Effects in Learning Literature -- Chapter 4: Guided Cognition Effects in Learning Mathematics -- Chapter 5: Students' Perceptions and Preferences -- II - Experiments 3 and 4 Guided Cognition and Traditional Homework Questions from Part II of "The Secret Sharer" -- III - Experiments 10 and 11 Homework Materials for Conditions T, T + M, GC, and GC + M -- IV - Guidelines for Authoring Guided Cognition Homework -- References -- Index -- A -- C -- G -- H -- L -- M -- N -- P -- S -- T -- U -- W -- Back Cover.

Additional Edition: ISBN 0-12-817538-9

Language: English

UID:

Format: xiii, 281 p. : , ill.

Edition: 1st ed.

ISBN: 0-8028-5231-9 , 1-135-63589-7 , 1-135-63590-0 , 9786612596391 , 1-282-59639-X , 1-4106-1311-9 , 0-8058-4196-2

Content: Contributions from leading scholars focusing on the child's development of memory, visual representation, and language. Appropriate for students and researchers in cognitive psychology, language acquisition, and memory.

Note: First published in 2002 by Lawrence Erlbaum Associates, Inc. , 1. Being there conceptually : simulating categories in preparation for situated action / Larry Barsalou -- 2. Building toward a past : construction of a reliable long-term recall memory system / Patricia J. Bauer -- 3. The origin of concepts : continuing the conversation / Susan Carey -- 4. Scripts, schemas, and memory of trauma / Robyn Fivush -- 5. On animates and other worldly things / Rochel Gelman -- 6. How to build a baby that develops atypically / Annette Karmiloff-Smith -- 7. Pretense and representation revisited / Alan M. Leslie -- 8. Early concepts and early language acquisition : what does similarity have to do with either? / Laraine McDonough -- 9. A stitch in time : the fabric and context of events / Tamar Murachver -- 10. The reemergence of function / Katherine Nelson and Angelica Ware -- 11. The procedural-procedural knowledge distinction / Mitchell Rabinowitz -- 12. Spatial knowledge : perceptual constraints and linguistic variation / Terry Regier and Laura Carlson -- 13. Conceptual development in infancy : the case of containment / Elizabeth S. Spelke and Susan J. Hespos -- 14. Memories for emotional, stressful, and traumatic events / Nancy L. Stein. , English

Additional Edition: ISBN 0-415-65146-8

Additional Edition: ISBN 0-585-43858-7

Language: English

DOI: 10.4324/9781410613110