Number of found records: 31
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TAYLOR, Annette |
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Cognitive psychology in terms of the information processing paradigm |
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University of San Diego, 2003 |
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On line ( 15/06/2004) |
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Basic concepts about cognitive paradigm and information processing |
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cognitive paradigm; cognitive psychology; information processing |
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THOMAS, Timothy |
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Archives in a New Paradigm of Scientific Publishing |
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D-Lib Magazine, 1998 |
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On line ( 15/06/2004) |
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In spite of many difficulties and many obstacles, the new vision of scientific publishing is becoming a reality in Physics. The pre-print server is already functioning, the electronic journals are now available, and the electronic archives are about to be deployed. I expect that these new tools and methods will, when they are fully utilized, dramatically speed the course of innovation and discovery in Physics, greatly increase the global participation in Physics, and alter the scientific landscape in ways not yet anticipated. (AU) |
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physical paradigms; scientific publishing; electronic archives |
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WILSON, Brent; COLE, Peggy |
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A Review of cognitive teaching models |
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Educational Technology Research and Development, 1991, vol.39 , n.4, pp.47-64 |
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On line ( 15/06/2004) |
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The purpose of this paper is to review from an instructional-design (ID) point of view nine teaching programs developed by cognitive psychologists over the last ten years. Among these models, Collins' cognitive apprenticeship model has the most explicit prescriptions for instructional design. The paper analyzes the cognitive apprenticeship model, then uses components of the model as an organizing framework for understanding the remaining models. Differences in approach are noted between traditional ID prescriptions and the cognitive teaching models. Surprisingly, we were unable to identify common design strategies common to all of the model programs. Key differences among programs included: (1) problem solving versus skill orientation, (2) detailed versus broad cognitive task analysis, (3) learner versus system control, and (4) error-restricted versus error-driven instruction. The paper concludes by arguing for the utility of continuing dialogue between cognitive psychologists and instructional designers. (AU) |
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instructional design; cognitive science; teaching program; cognitive teaching models |
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Cognitive Science |
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UIUC: University of Illinois at Urbana-Champaign |
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On line ( 15/06/2004) |
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Information about Cognitive Science studies in the Illinois University. A list of links to related sites web about this topic is given. |
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cognitive science; academic web |
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