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For the previous 6 years before publication, Office of Naval
Research (ONR) had been conducting a thematically oriented contract
research program aimed, in large part, at developing the kind of
broad theoretical framework necessary for a workable process
interpretation of aptitude, learning, and performance. Originally
published in 1980, the papers in this collection are generally
addressed to three broad areas that were central to those interests
of the ONR Personnel and Training Research Programs. One area is
concerned with individual differences information processing, as
revealed in simple laboratory or psychometric tests. The second
area focuses on the structural aspects of learning and performance,
using tools and concepts from semantic memory theory to describe
what is learned and how it is learned. And the third area is aimed
at the management of instruction: It addresses itself to the kinds
of research and instructional designs required for effective
implementation of adaptive instruction.
For the previous 6 years before publication, Office of Naval
Research (ONR) had been conducting a thematically oriented contract
research program aimed, in large part, at developing the kind of
broad theoretical framework necessary for a workable process
interpretation of aptitude, learning, and performance. Originally
published in 1980, the papers in this collection are generally
addressed to three broad areas that were central to those interests
of the ONR Personnel and Training Research Programs. One area is
concerned with individual differences information processing, as
revealed in simple laboratory or psychometric tests. The second
area focuses on the structural aspects of learning and performance,
using tools and concepts from semantic memory theory to describe
what is learned and how it is learned. And the third area is aimed
at the management of instruction: It addresses itself to the kinds
of research and instructional designs required for effective
implementation of adaptive instruction.
For the previous 6 years before publication, Office of Naval
Research (ONR) had been conducting a thematically oriented contract
research program aimed, in large part, at developing the kind of
broad theoretical framework necessary for a workable process
interpretation of aptitude, learning, and performance. Originally
published in 1980, the papers in this collection are generally
addressed to three broad areas that were central to those interests
of the ONR Personnel and Training Research Programs. One area is
concerned with individual differences information processing, as
revealed in simple laboratory or psychometric tests. The second
area focuses on the structural aspects of learning and performance,
using tools and concepts from semantic memory theory to describe
what is learned and how it is learned. And the third area is aimed
at the management of instruction: It addresses itself to the kinds
of research and instructional designs required for effective
implementation of adaptive instruction.
For the previous 6 years before publication, Office of Naval
Research (ONR) had been conducting a thematically oriented contract
research program aimed, in large part, at developing the kind of
broad theoretical framework necessary for a workable process
interpretation of aptitude, learning, and performance. Originally
published in 1980, the papers in this collection are generally
addressed to three broad areas that were central to those interests
of the ONR Personnel and Training Research Programs. One area is
concerned with individual differences information processing, as
revealed in simple laboratory or psychometric tests. The second
area focuses on the structural aspects of learning and performance,
using tools and concepts from semantic memory theory to describe
what is learned and how it is learned. And the third area is aimed
at the management of instruction: It addresses itself to the kinds
of research and instructional designs required for effective
implementation of adaptive instruction.
Originally published in 1977, this book reports the proceedings of
a conference sponsored by the Navy Personnel Research and
Development Center. The one common thread running through all of
the formal papers and dialogue was that the knowledge a person
already possesses is the principal determiner of what that
individual can learn from an educational experience. These
questions were addressed: How is knowledge organized? How does
knowledge develop? How is knowledge retrieved and used? What
instructional techniques promise to facilitate the acquisition of
new knowledge? The kinds of answers provided are characterized by
their as well as by their specificity. Accordingly, the volume
should be of interest to both the generalist and the specialist.
This small set of 3 titles, was first published in 1980 and 1987.
The three volumes make important contributions to the study of
cognitive process analyses of aptitude; learning and
problem-solving; and conative and affective aspects of human
performance, in coordination with cognitive psychology. Taken
together the editors hoped they would provide at least one solid
platform for a more comprehensive integration of cognitive,
conative, and affective theory and research in the instructional
psychology of the future.
Originally published in 1977, this book reports the proceedings of
a conference sponsored by the Navy Personnel Research and
Development Center. The one common thread running through all of
the formal papers and dialogue was that the knowledge a person
already possesses is the principal determiner of what that
individual can learn from an educational experience. These
questions were addressed: How is knowledge organized? How does
knowledge develop? How is knowledge retrieved and used? What
instructional techniques promise to facilitate the acquisition of
new knowledge? The kinds of answers provided are characterized by
their as well as by their specificity. Accordingly, the volume
should be of interest to both the generalist and the specialist.
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