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Aptitude, Learning, and Instruction - Volume 3: Conative and Affective Process Analyses (Paperback): Richard E Snow, Marshall... Aptitude, Learning, and Instruction - Volume 3: Conative and Affective Process Analyses (Paperback)
Richard E Snow, Marshall J. Farr
R1,024 Discovery Miles 10 240 Ships in 12 - 17 working days

Originally published in 1987, this book reports the proceedings of a conference held in 1983 at Stanford, California. The purpose of the conference was to bring together individuals whose research reflected advanced theoretical thinking and empirical evidence on the combined analysis of cognitive, conative, and affective processes, the role of these processes in learning from instruction, and the importance of individual differences therein. The Editors believed that this volume made an early and important contribution to the reemphasis and reexamination of the conative and affective aspects of human performance, in coordination with cognitive psychology, in the study of aptitude, learning, and instruction. It takes its place as Volume 3 of the Aptitude, Learning, and Instruction series.

Aptitude, Learning, and Instruction - Volume 3: Conative and Affective Process Analyses (Hardcover): Richard E Snow, Marshall... Aptitude, Learning, and Instruction - Volume 3: Conative and Affective Process Analyses (Hardcover)
Richard E Snow, Marshall J. Farr
R3,576 Discovery Miles 35 760 Ships in 12 - 17 working days

Originally published in 1987, this book reports the proceedings of a conference held in 1983 at Stanford, California. The purpose of the conference was to bring together individuals whose research reflected advanced theoretical thinking and empirical evidence on the combined analysis of cognitive, conative, and affective processes, the role of these processes in learning from instruction, and the importance of individual differences therein. The Editors believed that this volume made an early and important contribution to the reemphasis and reexamination of the conative and affective aspects of human performance, in coordination with cognitive psychology, in the study of aptitude, learning, and instruction. It takes its place as Volume 3 of the Aptitude, Learning, and Instruction series.

The Nature of Expertise (Hardcover): Michelene T.H. Chi, Robert Glaser, Marshall J. Farr The Nature of Expertise (Hardcover)
Michelene T.H. Chi, Robert Glaser, Marshall J. Farr
R4,018 Discovery Miles 40 180 Ships in 12 - 17 working days

Due largely to developments made in artificial intelligence and cognitive psychology during the past two decades, expertise has become an important subject for scholarly investigations. The Nature of Expertise displays the variety of domains and human activities to which the study of expertise has been applied, and reflects growing attention on learning and the acquisition of expertise. Applying approaches influenced by such disciplines as cognitive psychology, artificial intelligence, and cognitive science, the contributors discuss those conditions that enhance and those that limit the development of high levels of cognitive skill.

Intelligent Instruction  Computer - Theory And Practice (Paperback): Marshall J. Farr, Joseph Psotka Intelligent Instruction Computer - Theory And Practice (Paperback)
Marshall J. Farr, Joseph Psotka
R1,985 R1,797 Discovery Miles 17 970 Save R188 (9%) Ships in 12 - 17 working days

This text records the dramatic new prospects for computers in instruction in school, the workplace and high technology research facilities. If offers teachers and trainers a vision of how their professions will be fundamentally altered by these new systems and how their roles will be changed. The challenges and opportunities exposed by these developments in intelligent instruction by computer are many. Topics discussed include: apprenticeship and training in the workplace; automated tutoring in interactive environment; two approaches to simulation composition for training; and transfer, adaption, and use of intelligent tutoring technology.

The Nature of Expertise (Paperback, New edition): Michelene T.H. Chi, Robert Glaser, Marshall J. Farr The Nature of Expertise (Paperback, New edition)
Michelene T.H. Chi, Robert Glaser, Marshall J. Farr
R3,287 Discovery Miles 32 870 Ships in 12 - 17 working days

Due largely to developments made in artificial intelligence and cognitive psychology during the past two decades, expertise has become an important subject for scholarly investigations. "The Nature of Expertise" displays the variety of domains and human activities to which the study of expertise has been applied, and reflects growing attention on learning and the acquisition of expertise. Applying approaches influenced by such disciplines as cognitive psychology, artificial intelligence, and cognitive science, the contributors discuss those conditions that enhance and those that limit the development of high levels of cognitive skill.

The Long-Term Retention of Knowledge and Skills - A Cognitive and Instructional Perspective (Paperback, 1987 ed.): Marshall J.... The Long-Term Retention of Knowledge and Skills - A Cognitive and Instructional Perspective (Paperback, 1987 ed.)
Marshall J. Farr
R2,813 Discovery Miles 28 130 Ships in 10 - 15 working days

A. INTRODUCTION AND BACKGROUNDl,2 This report reviews and interprets research on the nature and magnitude of the effects of those factors which influence how well knowledge and skills (K&S) are retained over relatively long periods of nonuse. Our interest lies in the kinds of knowledge domains and skills that military personnel must master to function effectively on their jobs. The practical concern impelling this study is that K&S degradation or loss (which we will refer to as "decay") can and does occur, often and severely enough, to jeopardize military preparedness. There are occasions in all the military services when personnel who have just completed their training do not receive an opportunity to practice or use their new capabilities for weeks or months. In the case of reservists who may be called back to active duty, the period of nonuse of relevant military job skills may be counted in terms of years. B. OBJECTIVES The overall objective is to critically analyze the relevant scientific literature which relates the processes involved in learning to those of memory, taking into account the characteristics of the learner and the learning tasks. More specifically, we have focused on the following sub-objectives: 1. Identify, describe and rank the influence and the interactions of the important major variables that affect long-term retention (LTR); 1 I am indebted to Dr. Jesse Orlansky, Institute for Defense Analyses, for his encouragement and guidance through all phases of this report.

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