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This volume is a direct result of an international conference that
brought together a number of scholars from Europe and the United
States to discuss their ideas and research about cognitive and
instructional processes in history and the social sciences. As
such, it fills a major gap in the study of how people learn and
reason in the context of particular subject matter domains and how
instruction can be improved in order to facilitate better learning
and reasoning. Previous cognitive work on subject matter learning
has been focused primarily upon mathematics and physics; the
present effort provides the first such venture examining the
history and social science domains from a cognitive perspective.
The different sections of the book cover topics related to
comprehension, learning, and instruction of history and the social
sciences, including:
*the development of some social sciences concepts,
*the teaching of social sciences -- problems and questions arising
from this cognitive perspective of learning,
*the comprehension and learning from historical texts,
*how people and students understand historical causality and
provide explanations of historical events, and
*the deduction processes involved in reasoning about social
sciences contents.
This volume will be useful for primary and secondary school
teachers and for cognitive and instructional researchers interested
in problem solving and reasoning, text comprehension,
domain-specific knowledge acquisition and concept
development.
This double issue of Discourse Processes discusses argumentation in
psychology. Topics covered include: the origins and nature of
arguments; the development of argumentative discourse skill; the
influence of oral discussion on written argument; changing stances
on abortion during case-based reasoning tasks; and student
evaluations of scientific arguments. The contributors include N.L.
Stein, E.R. Albro, S.K. Brem, R.S. Bernas, M. Felton and R.C.
Anderson.
This volume is a direct result of an international conference that
brought together a number of scholars from Europe and the United
States to discuss their ideas and research about cognitive and
instructional processes in history and the social sciences. As
such, it fills a major gap in the study of how people learn and
reason in the context of particular subject matter domains and how
instruction can be improved in order to facilitate better learning
and reasoning. Previous cognitive work on subject matter learning
has been focused primarily upon mathematics and physics; the
present effort provides the first such venture examining the
history and social science domains from a cognitive perspective.
The different sections of the book cover topics related to
comprehension, learning, and instruction of history and the social
sciences, including:
*the development of some social sciences concepts,
*the teaching of social sciences -- problems and questions arising
from this cognitive perspective of learning,
*the comprehension and learning from historical texts,
*how people and students understand historical causality and
provide explanations of historical events, and
*the deduction processes involved in reasoning about social
sciences contents.
This volume will be useful for primary and secondary school
teachers and for cognitive and instructional researchers interested
in problem solving and reasoning, text comprehension,
domain-specific knowledge acquisition and concept
development.
Based on extensive reasoning acquisition research, this volume
provides theoretical and empirical considerations of the reasoning
that occurs during the course of everyday personal and professional
activities. Of particular interest is the text's focus on the
question of how such reasoning takes place during school activities
and how students acquire reasoning skills.
Based on extensive reasoning acquisition research, this volume
provides theoretical and empirical considerations of the reasoning
that occurs during the course of everyday personal and professional
activities. Of particular interest is the text's focus on the
question of how such reasoning takes place during school activities
and how students acquire reasoning skills.
Previous studies of foreign policy decision making have largely
focused on the choice among specified options rather than the prior
question of how the options were specified in the first place. Such
'problem representation' is the focus of this volume. How do the
game theorists' options and utilities come about? Concretely, for
example, how and why in the Cuban missile crisis were blockade, air
strike, and invasion chosen as options? To answer such questions,
the editors contend the representation of the problem to which the
options are a response, the determinants of that representation,
and its ramifications must all be analyzed. The contributors to the
volume consider these issues both conceptually and empirically,
employing the methods of both international relations and political
psychology.
Previous studies of foreign policy decision making have largely
focused on the choice among specified options rather than the prior
question of how the options were specified in the first place. Such
'problem representation' is the focus of this volume. How do the
game theorists' options and utilities come about? Concretely, for
example, how and why in the Cuban missile crisis were blockade, air
strike, and invasion chosen as options? To answer such questions,
the editors contend the representation of the problem to which the
options are a response, the determinants of that representation,
and its ramifications must all be analyzed. The contributors to the
volume consider these issues both conceptually and empirically,
employing the methods of both international relations and political
psychology.
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