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Matching Students' Cognitive Responses to Teaching Skills.
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Winne, Philip H.; Marx, Ronald W. – Journal of Educational Psychology, 1980
A model of learning from instruction proposed that students perceive and cognitively respond to instructional stimuli before engaging learning processes per se. University students were trained to recognize only or to recognize and cognitively respond to teacher skills in lectures. Additional prelecture practice in recognition enhanced learning.…
Descriptors: Academic Achievement, Advance Organizers, Cognitive Processes, Foreign Countries