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Peer reviewedStaddon, J. E. R.; Motheral, Susan – Psychological Review, 1979
Heyman's major criticism (TM 504 810) of Staddon and Motheral's reinforcement maximization model is that it does not consider "local" and "interchangeover" interresponse times separately. We show that this separation may not be necessary. Heyman's apparent gain in comprehensiveness may not be worth the added complexity.…
Descriptors: Behavior Theories, Learning Processes, Mathematical Models, Operant Conditioning
Alessi, Stephen M. – Journal of Computer-Based Instruction, 1988
Discusses the relationship of fidelity and learning in computer simulation. Highlights include a review of previous research; a discussion of transfer of learning; a taxonomy for fidelity analysis with four different types of computer-based instructional simulations; and implications for instructional design and research. (41 references)…
Descriptors: Classification, Computer Simulation, Feedback, Instructional Design
Direct linkDahl, Bettina – Educational Studies in Mathematics, 2004
The focus is on the metacognitive awareness of ten high-achieving high school pupils in mathematics in Denmark and England and their understanding of their cognitive learning processes and strategies. Mainly unstructured focus group interviews investigate how they explain that they learn a mathematical concept that is new to them. I develop the…
Descriptors: Foreign Countries, Learning Processes, Focus Groups, Metacognition
Freudenthal, Hans – 1991
This book represents a compilation of the views and ideas of the late Hans Freudenthal, representing his last major contribution to the field of mathematics education. Rather than a presentation of new views, Freudenthal selected and streamlined old ideas, many gathered from his lectures in China, and formed a review of questions and issues in…
Descriptors: Cognitive Development, Concept Formation, Discovery Learning, Elementary Secondary Education
Download full textEnglish, Lyn D. – 1993
A powerful way of understanding something new is by analogy with something already known. An analogy is defined as a mapping from one structure, which is already known (the base or source), to another structure that is to be inferred or discovered (the target). The research community has given considerable attention to analogical reasoning in the…
Descriptors: Abstract Reasoning, Analogy, Basic Skills, Cognitive Structures
Peer reviewedEckstein, Shulamith Graus – Developmental Review, 2000
Extends dynamic model of cognitive growth proposed by van Geert in three directions: (1) added a term to consider exposure to material to be learned; (2) developed method to apply model to cross-sectional studies; and (3) developed procedure to scale cognitive abilities tests with items of varying difficulty. Tests model with 2- to 15-year-olds'…
Descriptors: Adolescents, Children, Cognitive Ability, Cognitive Development
