The Relationship Between Feedback Time Intervals and Retention of Meaningful Verbal Materials PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Relationship Between Feedback Time Intervals and Retention of Meaningful Verbal Materials PDF full book. Access full book title The Relationship Between Feedback Time Intervals and Retention of Meaningful Verbal Materials by Laura Rosso Spartz. Download full books in PDF and EPUB format.
Author: Laura Rosso Spartz
Publisher:
ISBN:
Category :
Languages : en
Pages : 146
Get Book Here
Book Description
Author: Laura Rosso Spartz
Publisher:
ISBN:
Category :
Languages : en
Pages : 146
Get Book Here
Book Description
Author: Human Resources Research Organization
Publisher:
ISBN:
Category :
Languages : en
Pages : 592
Get Book Here
Book Description
Author: Joseph Francis Sharpe
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 88
Get Book Here
Book Description
Author: Kenneth Berger
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 228
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 768
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Medicine
Languages : en
Pages : 1336
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 1018
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Medicine
Languages : en
Pages : 818
Get Book Here
Book Description
Includes section, "Recent book acquisitions" (varies: Recent United States publications) formerly published separately by the U.S. Army Medical Library.
Author: Jon Grahe
Publisher: Taylor & Francis
ISBN: 100085020X
Category : Psychology
Languages : en
Pages : 215
Get Book Here
Book Description
Early Psychological Research Contributions from Women of Color, Volume I, collects the dissertations of 20 cultural pioneers: women of color who were among the first to earn their doctorate degrees in psychology. Collectively, these chapters offer an important resource to diversify the history of psychology. This book is structured so that each chapter provides a biographical sketch of the woman, a summary of the dissertation, a reproducibility critique, a discussion about a modern alternative theory or methodological approach associated with the work (feminist theory, ethnopsychology, liberation psychology, etc.), and examples of how the dissertation can be used as instructional content in psychology and related disciplines offers suggestions for classroom use. The dissertations were completed as early as 1912 and as late as 1979 with the range reflecting differences in when women of certain groups could access education. The topics also range broadly across the breadth of the field of psychology, including physiological, cognitive, developmental, social, clinical, and more topics. The diversity of the work collected here will allow this book to be used to augment coursework either as a complete collection or as individual chapters. Instructors and students in undergraduate and graduate Research Methods courses will find this a crucial text in maintaining a true and inclusive historical perspective of psychological research. Additionally, due to the inclusion of research spanning the breadth of Psychology, this edited volume will appeal to scholars both across the discipline and in related fields, such as Women's Studies, Cognitive Science, Education, and Cultural Studies.
Author: Norbert M. Seel
Publisher: Springer Science & Business Media
ISBN: 1441914277
Category : Education
Languages : en
Pages : 3643
Get Book Here
Book Description
Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.
