By Frank E. Ritter, Josef Nerb, Erno Lehtinen, Timothy M. O'Shea
ISBN-10: 019517884X
ISBN-13: 9780195178845
ISBN-10: 143561867X
ISBN-13: 9781435618671
Order impacts the consequences you get: various orders of offering fabric can result in qualitatively and quantitatively diverse studying results. those variations take place in either usual and synthetic studying structures. In Order to Learn indicates how order results are an important in human studying, educational layout, computer studying, and either symbolic and connectionist cognitive versions. every one bankruptcy explains a unique point of the way the order within which fabric is gifted can strongly impression what's realized by way of people and theoretical versions of studying in a number of domain names. as well as facts, types are only if are expecting and describe order results and study how and after they will happen. The introductory and concluding chapters collect feedback for bettering studying via higher sequences of studying fabrics, together with how you can reap the benefits of order results that inspire studying and the way to prevent order results that discourage studying. each one bankruptcy additionally highlights questions which may encourage additional examine. Taken jointly, those chapters convey how order results in several parts can and do tell one another. In Order to Learn may be of curiosity to researchers and scholars in cognitive technology, schooling, laptop studying.
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Extra resources for In Order to Learn: How the Sequence of Topics Influences Learning
Sample text
So what is the difference between a rule and a defined concept? As Gagne´, Briggs, and Wager (1992) put it, ‘‘a defined concept is a particular type of rule whose purpose it is to classify objects and events; it is a classifying rule’’ (p. 62). A classifying rule may be either procedural (for well-defined concepts like ‘‘triangle’’) or heuristic (for ‘‘fuzzy’’ concepts like ‘‘justice’’). Very often people are not consciously aware of the rules they use—they (particularly experts) cannot actually state the rules that govern their thinking and behavior.
3. A learning hierarchy in which the lower skills must be learned before the higher skills can be learned. ) as being able to tell the difference between any triangle and any rectangle. The conclusion of the performance of this skill is usually saying whether two things are the same or different. The skill for a concrete concept is the ability ‘‘to identify a stimulus as a member of a class having [an observable property] in common, even though such stimuli may otherwise differ from each other markedly’’ (Gagne´, Briggs, & Wager, 1992, p.
Domain expertise relates to the learner’s becoming an expert in a subject not tied to any specific task, such as economics, electronics, or physics (but often relevant to many tasks). This is not the same as 4. However, there are strong indications that it can be and indeed is already being intuitively applied in the affective domain. For example, Mark Greenberg and associates (Greenberg, Kusche, Cook, & Quamma, 1995) have developed the PATHS curriculum (Promoting Alternative THinking Strategies), an emotional literacy program designed to help children avoid the road to violence and crime.
In Order to Learn: How the Sequence of Topics Influences Learning by Frank E. Ritter, Josef Nerb, Erno Lehtinen, Timothy M. O'Shea
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