Matching Students' Cognitive Responses to Teaching Skills.

Winne, Philip H.; Marx, Ronald W.

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Peer reviewed

ERIC Number: EJ229169

Record Type: Journal

Publication Date: 1980-Apr

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Matching Students' Cognitive Responses to Teaching Skills.

Winne, Philip H.; Marx, Ronald W.

Journal of Educational Psychology, v72 n2 p257-64 Apr 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. (Author/GDC)

Descriptors: Academic Achievement, Advance Organizers, Cognitive Processes, Foreign Countries, Higher Education, Learning Processes, Lecture Method, Recognition (Psychology), Research Problems, Teacher Behavior, Teaching Skills

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Canada

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