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Peer reviewedBen-Ari, Rachel; Kedem-Friedrich, Peri – Instructional Science, 2000
Describes a study of students in grades three, four, and five that tried an educational application derived from the social constructivism view based on theories of Vygotsky and Piaget to improve cognitive development in a heterogeneous class. Path analysis showed that complex learning techniques are related to cognitive development. (Author/LRW)
Descriptors: Cognitive Development, Elementary Education, Heterogeneous Grouping, Interpersonal Relationship
Peer reviewedTaylor, James C.; Evans, Glen – Instructional Science, 1985
Outlines a path analytic interpretation of data collected in light of the theoretical formulation of a dynamic model of memory. An investigation of industrial trainees' capacity to differentiate various ferrous and nonferrous metals is described which emphasizes the role of relational, strategic, and empirical knowledge in cognitive skill…
Descriptors: Cognitive Processes, Cognitive Structures, Independent Study, Industrial Training
Peer reviewedThomas, Dan; And Others – Instructional Science, 1982
To test the relationship between student and teacher identification and instructional effectiveness, 96 undergraduates were administered personality trait Q-samples which described their instructor, their "actual" self, and their "ideal" self. Instructional effectiveness was measured by the Kansas State IDEA form. Results show…
Descriptors: Course Evaluation, Higher Education, Identification (Psychology), Path Analysis
