Descriptor
| Cognitive Processes | 2 |
| Discrimination Learning | 2 |
| Skill Development | 2 |
| Classification | 1 |
| Cognitive Style | 1 |
| Cognitive Tests | 1 |
| Concept Formation | 1 |
| Formative Evaluation | 1 |
| Generalization | 1 |
| Grade 4 | 1 |
| Guides | 1 |
| More ▼ | |
Source
| Journal of Educational… | 1 |
Publication Type
| Guides - Non-Classroom | 1 |
| Journal Articles | 1 |
| Reports - Research | 1 |
| Tests/Questionnaires | 1 |
Education Level
Audience
| Practitioners | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
| Learning Style Profile (NASSP) | 1 |
What Works Clearinghouse Rating
Peer reviewedTennyson, Robert D.; And Others – Journal of Educational Psychology, 1981
The proposition was investigated that concept learning is a twofold process: acquisition of a prototype and development of generalization and discrimination skills. The assumption that formative evaluation procedures are necessary when attempting to prepare better instructional treatments for improved student performance was tested. (Author/GK)
Descriptors: Cognitive Processes, Concept Formation, Discrimination Learning, Formative Evaluation
Download full textJenkins, John M.; And Others – 1990
The National Association of Secondary School Principals (NASSP) published a new learning style instrument in 1986--the NASSP Learning Style Profile (LSP). The LSP yields independent scores on 24 discrete elements of learning style. Its purpose is to provide educators with a well-validated and easy to use instrument for diagnosing cognitive styles,…
Descriptors: Classification, Cognitive Processes, Cognitive Style, Cognitive Tests
