Cognitive development and learning in instructional contexts:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.]
Pearson
2008
|
| Ausgabe: | 3. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | XX, 444 S. graph. Darst. |
| ISBN: | 0205507719 9780205507719 |
Internformat
MARC
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| 245 | 1 | 0 | |a Cognitive development and learning in instructional contexts |c James P. Byrnes |
| 250 | |a 3. ed. | ||
| 264 | 1 | |a Boston [u.a.] |b Pearson |c 2008 | |
| 300 | |a XX, 444 S. |b graph. Darst. | ||
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| 650 | 4 | |a Child psychology | |
| 650 | 4 | |a Cognition | |
| 650 | 4 | |a Educational psychology | |
| 650 | 4 | |a Learning, Psychology of | |
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Datensatz im Suchindex
| _version_ | 1804137550082736128 |
|---|---|
| adam_text | Contents
Preface
xvii
PART ONE
·
Foundations
1
Introduction
1
Why This Book Was Written
1
Two Central Constructs
3
Why Study Developmental and Individual Differences
? 5
Common Themes across Chapters
6
2
Theories of Cognitive Development and Learning
9
Summary
9
Thorndike s Theory
11
The Nature of Knowledge
11
Learning and Knowledge Growth
12
Self-Regulation
12
Educational Applications
13
Relation to
Neuroscience
13
Higher-Order Thinking
14
Main Points
14
Piaget s Theory
14
The Nature of Knowledge
14
Learning and Knowledge Growth
16
Self-Regulation
21
Educational Applications
21
Relation to
Neuroscience
22
Higher-Order Thinking
23
Main Points
25
Schema Theory
25
The Nature of Knowledge
25
IX
Contents
Learning and Knowledge Growth
29
Self-Regulation
31
Educational Applications
31
Relation to
Neuroscience
32
Higher-Order Thinking
32
Information Processing Theory
32
The Nature of Knowledge
32
Learning and Knowledge Growth
34
Self-Regulation
36
Educational Applications
36
Relation to
Neuroscience
36
Higher-Order Thinking
38
Vy gotsky
s Theory
38
The Nature of Knowledge
39
Learning and Knowledge Growth
40
Self-Regulation
41
Educational Applications
42
Relation to
Neuroscience
42
Higher-Order Thinking
42
Main Points
44
Connectionist Theories
44
The Nature of Knowledge
44
Learning and Knowledge Growth
45
Self-Regulation
46
Educational Applications
46
Relation to
Neuroscience
46
Higher-Order Thinking
47
Main Points
47
Conclusions
47
3
Memory
48
Summary
48
The Nature of Human Memory
49
Components of the Memory System
49
Main Processes of the Memory System
56
Forgetting
59
Decay Theory
59
Interference Theory
61
Loss of Retrieval Cues
62
Factors Related to Enhanced Memory
63
Memory Strategies
63
Metamemory
67
Effects of Stress and Emotion on Memory
68
Contents
XÎ
The Development
of
Memory 69
Age
Trends in Memory Performance 69
Explaining the Age
Trends 72
Developmental
Research
on the Role of Stress in Memory
76
Instructional Implications
77
Case Study
78
4
Problem Solving and Transfer
79
Summary
79
The Nature of Problem Solving
80
Types of Problems
80
Main Processes of Problem Solving
82
The Development of Problem-Solving Skills
85
Transfer of Skills
89
Embeddedness in Single Contexts
89
Lack of Conditional Knowledge
89
Unprincipled Learning
90
Lack of Conceptual Knowledge
90
Inaccurate Conceptions of the Mind
91
Lack of Metacognition
92
A Taxonomy for Transfer
93
Main Points
94
Instructional Implications
94
Instructional Methods to Promote Problem Solving
94
Instructional Implications of Problem-Solving Theories and Research
97
Case Study
98
5
Motivation
99
Summary
99
The Nature of Motivation
100
Basic Needs
101
Goals
102
Knowledge
105
Metacognitive Processes
106
The Importance of Social Relationships
115
Intrinsic versus Extrinsic Motivation
115
Main Points
116
The Development of Motivation
117
Goals
117
xii Contents
Knowledge 117
Metacognitive
Processes
118
Main Points 123
Individual
Differences in
Motivation 124
Goals 124
Knowledge 125
Metacognitive
Processes
125
Main Points 128
Instructional Implications
128
General Guidelines 129
Two Case Studies
130
D
Intelligence, Aptitude, and Expertise
132
Summary
132
The Nature and Development of Intelligence
133
What Is Intelligence?
133
Other Core Components of Intelligence
139
Main Points
140
How Is Intelligence Measured?
140
Does Intelligence Develop?
143
Does Intelligence Predict Achievement in School?
144
Main Points
146
The Nature and Development of Aptitude
146
What Is Aptitude?
147
How Do We Measure Aptitude?
148
Does Aptitude Develop?
149
Does Aptitude Predict Achievement in School?
149
Main Points
150
The Nature and Development of Expertise
150
What Is Expertise?
151
How Do We Measure Expertise?
153
Does Expertise Develop?
154
Does Expertise Predict Achievement?
155
Conclusions and Instructional Implications
155
Ability Grouping versus Whole Class Instruction
155
Differentiated Instruction
157
Mastery Learning
158
Aptitude by Treatment Interactions
159
Contents xiii
PART TWO
·
Age Changes in Specific Subject Areas
7
Beginning Reading
160
Summary
160
The Nature of Skilled Reading
162
A Connectionist Model of Reading
163
The Simple View of Reading
171
Main Points
172
The Development of Skilled Reading
П2
Emergent Literacy
172
Predicting Reading Success
173
Explaining Predictive Relations
179
Precocious Readers
182
Developmental Models and Trends
183
Individual Differences in Reading Skills
185
Good Readers versus Poor Readers
185
Gender and Ethnic Differences
192
Instructional Implications
193
General Considerations
193
Contemporary Approaches
193
Two Case Studies
197
8
Reading Comprehension
200
Summary
200
The Nature of Reading Comprehension
201
Overview
201
Structural Aspects of Reading Comprehension
202
Functional Aspects of Comprehension
206
Main Points
211
Developmental Trends in Reading Comprehension
211
Development in Structural Aspects of Reading Comprehension
211
Development in Functional Aspects of Reading Comprehension
216
The Role of Extensive Reading
219
Main Points
224
Individual Differences in Reading Comprehension
224
Instructional Implications
226
General Guidelines
226
Two Case Studies
227
XIV Contents
9
Writing
229
Summary
229
The Nature of Writing
230
Characteristics of the Writing Environment
231
Characteristics of an Individual Writer
231
Neuroscientific Basis of Writing
235
The Development of Writing Skills
236
Early Writing Skills
236
Further Developments I: Structural Aspects of Writing
237
Further Developments
П:
Functional Aspects of Writing (Writing Processes)
243
Main Points
244
Individual Differences in Writing Ability
245
Comparisons of Skilled and Less Skilled Writers
245
Gender and Ethnic Differences
247
Instructional Implications
250
Deficiency-Based Suggestions
250
Comparing Instructional Approaches
252
Three General Principles
253
Three Case Studies
254
10
Mathematics Learning
257
Summary
257
The Nature of Mathematical Knowledge and Skill
258
Working Memory Aspects of Competence
263
The Development of Mathematical Skills
263
The Infancy and Preschool Periods
263
The Elementary School Period
269
The Middle School Period
279
The High School Period
281
Main Points
284
Individual Differences in Mathematical Skills
285
Gender Differences
285
Ethnic Differences
286
Students with Mathematical Disabilities
287
Strategy Preferences
291
Motivational Differences
292
Instructional Implications
292
General Guidelines
293
Two Case Studies
296
Contents
XV
11
Scientific Thinking
298
Summary
298
The Importance and Nature of Higher-Order
Scientific Thinking
299
Why Include Science in the Curriculum?
299
The Characteristics of Competent Scientists
300
The Development of Scientific Knowledge and Skills
304
Development of Structural Aspects of Scientific Thinking
304
Development of Functional Aspects of Scientific Thinking
314
Scientific Reasoning Biases
321
Main Points
322
Individual Differences in Scientific Thinking
323
Individual Differences in Structural Aspects
323
Individual Differences in Functional Aspects
324
Individual Differences in Reasoning Biases
325
Gender and Ethnic Differences in Achievement Data
326
Instructional Implications
327
General Guidelines
328
Three Case Studies
330
12
Social Studies Learning
335
Summary
335
Expertise in Social Studies Domains
336
The Development of Social Studies Knowledge and Skills
338
History
338
Geography
344
Economics
347
Civics
348
Individual Differences in Social Studies Knowledge
350
Gender Differences
350
Socioeconomic Status
(SES)
352
Ethnic Differences
353
Novice-Expert Differences
354
Instructional Implications
356
General Guidelines
356
Case Studies
358
XVI Contents
13
Explaining Gender and Ethnic Differences
361
Summary
361
Effect Sizes
362
Explaining Gender Differences
365
Summary of Gender Differences
365
Theories of Gender Differences
367
Explaining Ethnic Differences
383
Summary of Ethnic Differences
383
Theories of Ethnic Differences
385
Instructional Implications
392
General Guidelines
393
Two Case Studies
394
References
395
Index
431
The text is organized into three main sections:
(1)
General principles of learning, memory,
intelligence, problem solving, and motivation that apply to any school-related skill. Unlike
typical books on cognitive development, these general principles are explicitly translated to
classroom practice.
(2)
Specific developmental trends in the acquisition of skills in the areas ot
reading, writing, mathematics.science, and social studies.The reader will learn what children
can understand and do at various ages in these domains.
(3)
Understanding gender and ethnic
differences in achievement.
New to This Edition
•
Additional case studies provide students with real-life examples ot instructional techniques,
classroom problems, or classroom successes so that theory can be linked to classroom practice.
•
Updated sections on brain research relevant to school-related learning provide insight to
this emenjinu: area that will influence Learning.
•
Very thoroughly revised with over
300
references including studies from major journals in
education, developmental, and cognitive psychology. This wide range
Ы
resources provides
the most current research and also illustrates the different approaches taken by different
categories ot researcher^.
•
New chapter on intelligence, aptitude, and expertise shows how these factors can help
explain individual differences in the ability to benefit from instruction.
•
Revamped chapter on problem solving and transfer updates research and clarifies
the exposition.
What Your Colleagues Are Saying about This Edition
I very much look forward to the
3rd
edition o£ Cognitive Development and Learning in Instruc¬
tional Contexts..A expect that my students will keep the third edition as a reference
m
their
professional libraries.
—
Mvrna
Ganter,
University of West Georgia
wave used this book in three courses. I will continue to use it. It is an excellent source and
great for class discussion and provides a wonderful source for helping students process infor¬
mation more deeply
—
Linda K.Metzke. Lyndon State Colleee
..er
Photograph: I Fancy/Veer
For related titles and support
materials, visit our online catalog
at www.ablongman.com
ISBN-13:
978-0-205-50771-9
ISBN-10:
0-205-50771-9
9 760205 507719
|
| adam_txt |
Contents
Preface
xvii
PART ONE
·
Foundations
1
Introduction
1
Why This Book Was Written
1
Two Central Constructs
3
Why Study Developmental and Individual Differences
? 5
Common Themes across Chapters
6
2
Theories of Cognitive Development and Learning
9
Summary
9
Thorndike's Theory
11
The Nature of Knowledge
11
Learning and Knowledge Growth
12
Self-Regulation
12
Educational Applications
13
Relation to
Neuroscience
13
Higher-Order Thinking
14
Main Points
14
Piaget's Theory
14
The Nature of Knowledge
14
Learning and Knowledge Growth
16
Self-Regulation
21
Educational Applications
21
Relation to
Neuroscience
22
Higher-Order Thinking
23
Main Points
25
Schema Theory
25
The Nature of Knowledge
25
IX
Contents
Learning and Knowledge Growth
29
Self-Regulation
31
Educational Applications
31
Relation to
Neuroscience
32
Higher-Order Thinking
32
Information Processing Theory
32
The Nature of Knowledge
32
Learning and Knowledge Growth
34
Self-Regulation
36
Educational Applications
36
Relation to
Neuroscience
36
Higher-Order Thinking
38
Vy gotsky
's Theory
38
The Nature of Knowledge
39
Learning and Knowledge Growth
40
Self-Regulation
41
Educational Applications
42
Relation to
Neuroscience
42
Higher-Order Thinking
42
Main Points
44
Connectionist Theories
44
The Nature of Knowledge
44
Learning and Knowledge Growth
45
Self-Regulation
46
Educational Applications
46
Relation to
Neuroscience
46
Higher-Order Thinking
47
Main Points
47
Conclusions
47
3
Memory
48
Summary
48
The Nature of Human Memory
49
Components of the Memory System
49
Main Processes of the Memory System
56
Forgetting
59
Decay Theory
59
Interference Theory
61
Loss of Retrieval Cues
62
Factors Related to Enhanced Memory
63
Memory Strategies
63
Metamemory
67
Effects of Stress and Emotion on Memory
68
Contents
XÎ
The Development
of
Memory 69
Age
Trends in Memory Performance 69
Explaining the Age
Trends 72
Developmental
Research
on the Role of Stress in Memory
76
Instructional Implications
77
Case Study
78
4
Problem Solving and Transfer
79
Summary
79
The Nature of Problem Solving
80
Types of Problems
80
Main Processes of Problem Solving
82
The Development of Problem-Solving Skills
85
Transfer of Skills
89
Embeddedness in Single Contexts
89
Lack of Conditional Knowledge
89
Unprincipled Learning
90
Lack of Conceptual Knowledge
90
Inaccurate Conceptions of the Mind
91
Lack of Metacognition
92
A Taxonomy for Transfer
93
Main Points
94
Instructional Implications
94
Instructional Methods to Promote Problem Solving
94
Instructional Implications of Problem-Solving Theories and Research
97
Case Study
98
5
Motivation
99
Summary
99
The Nature of Motivation
100
Basic Needs
101
Goals
102
Knowledge
105
Metacognitive Processes
106
The Importance of Social Relationships
115
Intrinsic versus Extrinsic Motivation
115
Main Points
116
The Development of Motivation
117
Goals
117
xii Contents
Knowledge 117
Metacognitive
Processes
118
Main Points 123
Individual
Differences in
Motivation 124
Goals 124
Knowledge 125
Metacognitive
Processes
125
Main Points 128
Instructional Implications
128
General Guidelines 129
Two Case Studies
130
D
Intelligence, Aptitude, and Expertise
132
Summary
132
The Nature and Development of Intelligence
133
What Is Intelligence?
133
Other Core Components of Intelligence
139
Main Points
140
How Is Intelligence Measured?
140
Does Intelligence Develop?
143
Does Intelligence Predict Achievement in School?
144
Main Points
146
The Nature and Development of Aptitude
146
What Is Aptitude?
147
How Do We Measure Aptitude?
148
Does Aptitude Develop?
149
Does Aptitude Predict Achievement in School?
149
Main Points
150
The Nature and Development of Expertise
150
What Is Expertise?
151
How Do We Measure Expertise?
153
Does Expertise Develop?
154
Does Expertise Predict Achievement?
155
Conclusions and Instructional Implications
155
Ability Grouping versus Whole Class Instruction
155
Differentiated Instruction
157
Mastery Learning
158
Aptitude by Treatment Interactions
159
Contents xiii
PART TWO
·
Age Changes in Specific Subject Areas
7
Beginning Reading
160
Summary
160
The Nature of Skilled Reading
162
A Connectionist Model of Reading
163
The Simple View of Reading
171
Main Points
172
The Development of Skilled Reading
П2
Emergent Literacy
172
Predicting Reading Success
173
Explaining Predictive Relations
179
Precocious Readers
182
Developmental Models and Trends
183
Individual Differences in Reading Skills
185
Good Readers versus Poor Readers
185
Gender and Ethnic Differences
192
Instructional Implications
193
General Considerations
193
Contemporary Approaches
193
Two Case Studies
197
8
Reading Comprehension
200
Summary
200
The Nature of Reading Comprehension
201
Overview
201
Structural Aspects of Reading Comprehension
202
Functional Aspects of Comprehension
206
Main Points
211
Developmental Trends in Reading Comprehension
211
Development in Structural Aspects of Reading Comprehension
211
Development in Functional Aspects of Reading Comprehension
216
The Role of Extensive Reading
219
Main Points
224
Individual Differences in Reading Comprehension
224
Instructional Implications
226
General Guidelines
226
Two Case Studies
227
XIV Contents
9
Writing
229
Summary
229
The Nature of Writing
230
Characteristics of the Writing Environment
231
Characteristics of an Individual Writer
231
Neuroscientific Basis of Writing
235
The Development of Writing Skills
236
Early Writing Skills
236
Further Developments I: Structural Aspects of Writing
237
Further Developments
П:
Functional Aspects of Writing (Writing Processes)
243
Main Points
244
Individual Differences in Writing Ability
245
Comparisons of Skilled and Less Skilled Writers
245
Gender and Ethnic Differences
247
Instructional Implications
250
Deficiency-Based Suggestions
250
Comparing Instructional Approaches
252
Three General Principles
253
Three Case Studies
254
10
Mathematics Learning
257
Summary
257
The Nature of Mathematical Knowledge and Skill
258
Working Memory Aspects of Competence
263
The Development of Mathematical Skills
263
The Infancy and Preschool Periods
263
The Elementary School Period
269
The Middle School Period
279
The High School Period
281
Main Points
284
Individual Differences in Mathematical Skills
285
Gender Differences
285
Ethnic Differences
286
Students with Mathematical Disabilities
287
Strategy Preferences
291
Motivational Differences
292
Instructional Implications
292
General Guidelines
293
Two Case Studies
296
Contents
XV
11
Scientific Thinking
298
Summary
298
The Importance and Nature of Higher-Order
Scientific Thinking
299
Why Include Science in the Curriculum?
299
The Characteristics of Competent Scientists
300
The Development of Scientific Knowledge and Skills
304
Development of Structural Aspects of Scientific Thinking
304
Development of Functional Aspects of Scientific Thinking
314
Scientific Reasoning Biases
321
Main Points
322
Individual Differences in Scientific Thinking
323
Individual Differences in Structural Aspects
323
Individual Differences in Functional Aspects
324
Individual Differences in Reasoning Biases
325
Gender and Ethnic Differences in Achievement Data
326
Instructional Implications
327
General Guidelines
328
Three Case Studies
330
12
Social Studies Learning
335
Summary
335
Expertise in Social Studies Domains
336
The Development of Social Studies Knowledge and Skills
338
History
338
Geography
344
Economics
347
Civics
348
Individual Differences in Social Studies Knowledge
350
Gender Differences
350
Socioeconomic Status
(SES)
352
Ethnic Differences
353
Novice-Expert Differences
354
Instructional Implications
356
General Guidelines
356
Case Studies
358
XVI Contents
13
Explaining Gender and Ethnic Differences
361
Summary
361
Effect Sizes
362
Explaining Gender Differences
365
Summary of Gender Differences
365
Theories of Gender Differences
367
Explaining Ethnic Differences
383
Summary of Ethnic Differences
383
Theories of Ethnic Differences
385
Instructional Implications
392
General Guidelines
393
Two Case Studies
394
References
395
Index
431
The text is organized into three main sections:
(1)
General principles of learning, memory,
intelligence, problem solving, and motivation that apply to any school-related skill. Unlike
typical books on cognitive development, these general principles are explicitly translated to
classroom practice.
(2)
Specific developmental trends in the acquisition of skills in the areas ot
reading, writing, mathematics.science, and social studies.The reader will learn what children
can understand and do at various ages in these domains.
(3)
Understanding gender and ethnic
differences in achievement.
New to This Edition
•
Additional case studies provide students with real-life examples ot instructional techniques,
classroom problems, or classroom successes so that theory can be linked to classroom practice.
•
Updated sections on brain research relevant to school-related learning provide insight to
this emenjinu: area that will influence Learning.
•
Very thoroughly revised with over
300
references including studies from major journals in
education, developmental, and cognitive psychology. This wide range
Ы
resources provides
the most current research and also illustrates the different approaches taken by different
categories ot'researcher^.
•
New chapter on intelligence, aptitude, and expertise shows how these factors can help
explain individual differences in the ability to benefit from instruction.
•
Revamped chapter on problem solving and transfer updates research and clarifies
the exposition.
What Your Colleagues Are Saying about This Edition
"I very much look forward to the
3rd
edition o£ Cognitive Development and Learning in Instruc¬
tional Contexts.A expect that my students will keep the third edition as a reference
m
their
professional libraries."
—
Mvrna
Ganter,
University of West Georgia
wave used this book in three courses. I will continue to use it. It is an excellent source and
great for class discussion and provides a wonderful source for helping students process infor¬
mation more deeply"
—
Linda K.Metzke. Lyndon State Colleee
.er
Photograph: I Fancy/Veer
For related titles and support
materials, visit our online catalog
at www.ablongman.com
ISBN-13:
978-0-205-50771-9
ISBN-10:
0-205-50771-9
9 '760205 507719 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Byrnes, James P. |
| author_GND | (DE-588)135607612 |
| author_facet | Byrnes, James P. |
| author_role | aut |
| author_sort | Byrnes, James P. |
| author_variant | j p b jp jpb |
| building | Verbundindex |
| bvnumber | BV023248362 |
| classification_rvk | CX 3000 |
| ctrlnum | (OCoLC)148726758 (DE-599)BVBBV023248362 |
| dewey-full | 370.152 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.152 |
| dewey-search | 370.152 |
| dewey-sort | 3370.152 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| discipline_str_mv | Pädagogik Psychologie |
| edition | 3. ed. |
| format | Book |
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| id | DE-604.BV023248362 |
| illustrated | Illustrated |
| index_date | 2024-07-02T20:27:00Z |
| indexdate | 2024-07-09T21:14:04Z |
| institution | BVB |
| isbn | 0205507719 9780205507719 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016433779 |
| oclc_num | 148726758 |
| open_access_boolean | |
| owner | DE-19 DE-BY-UBM DE-703 |
| owner_facet | DE-19 DE-BY-UBM DE-703 |
| physical | XX, 444 S. graph. Darst. |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Pearson |
| record_format | marc |
| spelling | Byrnes, James P. Verfasser (DE-588)135607612 aut Cognitive development and learning in instructional contexts James P. Byrnes 3. ed. Boston [u.a.] Pearson 2008 XX, 444 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Cognitie gtt Cognitieve ontwikkeling gtt Leren gtt Onderwijspsychologie gtt Child psychology Cognition Educational psychology Learning, Psychology of Unterricht (DE-588)4062005-0 gnd rswk-swf Kognition (DE-588)4031630-0 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Kognition (DE-588)4031630-0 s Lernpsychologie (DE-588)4074166-7 s Unterricht (DE-588)4062005-0 s DE-604 Digitalisierung UB Bayreuth - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016433779&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Bayreuth - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016433779&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Byrnes, James P. Cognitive development and learning in instructional contexts Cognitie gtt Cognitieve ontwikkeling gtt Leren gtt Onderwijspsychologie gtt Child psychology Cognition Educational psychology Learning, Psychology of Unterricht (DE-588)4062005-0 gnd Kognition (DE-588)4031630-0 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| subject_GND | (DE-588)4062005-0 (DE-588)4031630-0 (DE-588)4074166-7 |
| title | Cognitive development and learning in instructional contexts |
| title_auth | Cognitive development and learning in instructional contexts |
| title_exact_search | Cognitive development and learning in instructional contexts |
| title_exact_search_txtP | Cognitive development and learning in instructional contexts |
| title_full | Cognitive development and learning in instructional contexts James P. Byrnes |
| title_fullStr | Cognitive development and learning in instructional contexts James P. Byrnes |
| title_full_unstemmed | Cognitive development and learning in instructional contexts James P. Byrnes |
| title_short | Cognitive development and learning in instructional contexts |
| title_sort | cognitive development and learning in instructional contexts |
| topic | Cognitie gtt Cognitieve ontwikkeling gtt Leren gtt Onderwijspsychologie gtt Child psychology Cognition Educational psychology Learning, Psychology of Unterricht (DE-588)4062005-0 gnd Kognition (DE-588)4031630-0 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Cognitie Cognitieve ontwikkeling Leren Onderwijspsychologie Child psychology Cognition Educational psychology Learning, Psychology of Unterricht Kognition Lernpsychologie |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016433779&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016433779&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT byrnesjamesp cognitivedevelopmentandlearningininstructionalcontexts |