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...ives on Socially Shared Cognition (pp. 127-149). Washington, DC.: American Psychological Association. [[Category: Learning theories]]

...dia.org/wiki/Neo-Piagetian_theories_of_cognitive_development Neo-Piagetian theories of cognitive development] * Fischer, K. W., & Bidell, T. R. (1997). Dynamic development of psychological structures in action and thought. In R. M. Lerner (Ed.) & W. Damon (Series

...ries are [[human information processing]] and [[knowledge representation]] theories. ...lass, S., Lebiere, C., & Qin, Y. (2004). An integrated theory of the mind. Psychological Review, 111(4), 1036-1060.

...[[cognitivism | cognitivist]] or [[behaviorism | behaviorist]] [[learning theories | learning theory]] that view knowledge as some entity existing independent ...f learning in the field of educational psychology, two major and pervasive theories well represented in the literature are Objectivism and Constructivism. Thes

...heories. While many textbooks place social learning theory with behavioral theories, Bandura himself describes his approach as a 'social cognitive theory.' [[Category:Learning theories]]

...s described by Mayer . The model is based on well known cognitive sciences theories: The limited capacity of short term memory, described with the three stages ...plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97 [http://www.well.com/user/smalin/miller.html HTML]

In many other theories of learning, declarative knowledge is defined as ''​what a person knows'' *Ohlsson, S. (1996). Learning from Performance Errors. Psychological Review, 103(2), 241-262.

...dels: A New Paradigm of Instructional Theory, Vol. 2 (Instructional Design Theories & Models), Lawrence Erlbaum Associates. ISBN 0805828591 ...ook (Mediawiki) covering learning and cognitive theories and instructional theories and models.

...ies of discourse and dialogue (Reichman 1985; Grosz and Sidner 1986), and theories of social interaction (Goffman 1970; Brown and Levinson 1987; Sacks, Schegl ...ries of discourse and dialogue (Reichman 1985; Grosz and Sidner 1986), and theories of social interaction (Goffman 1970; Brown and Levinson 1987; Sacks, Schegl

...Quillian model compensates for many of the deficits identified in earlier theories such as the behaviorist notion of meaning being derived from a network of a [[Category: Psychological theories]]

...edlearning/tutorial1/learning_theories_full_version.html Applying Learning Theories to Online Instructional Design] [[Category: Learning theories]]

...ure in which he fought for a drastic revisioning of the aim and method of psychological research. ...920s, above all utilizing as the antagonism towards the '''mentalism''' in psychological theory as an attractive element.

* Psychological And Educational Factors In Transfer Of Training, Section Two--Bibliography * Royer, J. (1979). Theories of the Transfer of Learning. Educational Psychologist, 14, 53-69.

== Theories of CMC == For many years, educators have been exploring ways to combine theories of differing learning styles and student- constructed knowledge with the th

...A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis. Journal of Educational Psychology, 81, 17 [[Category: Learning theories]]

...nships among interacting units. The social network perspective encompasses theories, models, and applications that are expressed in terms of relational concept ...es on socially shared cognition. (pp. 283--307). Washington, DC.: American Psychological Association.

..., planning, and decision making of teachers constitute a large part of the psychological context of teaching. It is within this context that curriculum is interpret ...idual Differences and Cultural and Contextual Factors. Washington, DC: APA Psychological Association, pp. 471–499.

...in Resnick L et al ., Perspectives on Socially Shared Cognition, American Psychological Association, Washington DC, 63 - 82. ISBN 1557983763 [[Category:Instructional theories]]

== A short (chaotic) overview of specialized theories == ...cognitivism|cognitivist]] in nature and explain behavior as as response to psychological and social needs. The relation between need and motivation can be described

* From a learning psychological perspective, '''Levels of learning''' refer to competencies a learner can a ::Bc. Knowledge of theories, models, and structures

'''Socio-constructivist theories are variants of [[constructivism | constructivist]] [[learning theory]]. Th Many publications address the issue to what extent different theories address different facets of learning.

* Norman G.R and Schmidt H.G. The psychological basis of problem-based learning: a review of the evidence. Acad Med 1992; 6 * Palmer, David C., (2002) Psychological Essentialism: A Review Of E. Margolis And S. Laurence (Eds.), Concepts: Cor

...orists often also address pedagogical issues . There is an overlap between theories that explain how people learn and how one could bring people to learn. This Second, design of strategies draws a lot from general [[pedagogical theories | pedagogical theory]], but also from specialized research (displinary dida

...is required to contain the complete overview of the subject, including the theories, as well as to be of a more permanent character.([http://www.carnet.hr/refe [[instructional design model]]s, based in turn on underlying psychological and pedagogical theory.

...directed to the individual. Unlike Skinner, Crowder was not working from a psychological perspective, but from a communications point of view. In an intrinsic or br ...tforms like [[learning management system]]s, one could implement Skinner’s theories and projects more economically.

...king. We suggest that educators’ time and energy are better spent on other theories that might aid instruction.}} (Willingham et al., 2015). According to Willingham et al. (2015), quotation|belief in learning styles theories is widespread. A recent review (Howard-Jones, 2014) showed that over 90% of

...ve online resource on critical pedagogy, its definitions, its history, its theories and other related links, can be found on the university of Iowa's [http://m ...ent of the child comes on stage twice... first in the social, later in the psychological, first in relations between people as an interpsychological category, after

...Cooper's [http://www.lifecircles-inc.com/Learningtheories/learningmap.html Theories of Learning in Educational Psychology] site. ...man, E. (2003). Integrating written metacognitive awareness guidance as a ‘psychological tool’ to improve student performance. Journal for Research on Learning an

...zation of Educational Pratice", in Reigeluth, C. (ed) Instructional-Design Theories and Models, Vol II, London: Erlbaum ...pectives on Socially Shared Cognition (63 - 84). Hyattsville, MD: American Psychological Association.

...asserts that creative imagination is a goal-directed, culturally mediated psychological system that emerges from the internalization of children's play and the fun [[Category: Educational theories]]

...chology: Vol. 2. Practice, teaching and research. Washington, DC: American Psychological Association. http://dx.doi.org/10.1037/13272-015 ...s, and publishing results in the social sciences. Washington, DC: American Psychological Association. Retrieved from http://www.apa.org/pubs/books/4312023.aspx

...senhardt, Kathleen M. (1989), [http://www.jstor.org/stable/258557 Building Theories from Case Study Research], The Academy of Management Review, Vol. 14, No. 4 ...Intended to be the world's most comprehensive archive of current and past psychological Web experiments. So these are good examples.

...of Instruction. In C. M. Reigeluth & A. Carr (Eds.), Instructional Design Theories and Models: Building a Common Knowledge Base (Vol. III). New York: Routledg ...of Instruction. In C. M. Reigeluth & A. Carr (Eds.), Instructional Design Theories and Models: Building a Common Knowledge Base (Vol. III). New York: Routledg

{{quotation|The RGT (Kelly, 1955) originally stems from the psychological study of personality (see Banister et al., 1994; Fransella & Bannister, 197 ...s, is a method used to explore the structure and content of these implicit theories/personal meanings through which we perceive and act in our day-to-day exist

* Empirical evidence to refine and extend educational theories and well-known educational phenomena, towards gaining deeper understanding ...{{quotation| emerging as a research area with a suite of computational and psychological methods and research approaches for understanding how students learn. New c