Enhancing Learning and Thinking

By Robert F. Mulcahy; Robert H. Short et al. | Go to book overview

Index
Achievement, 227, 228
Achieving approaches to learning, 40, 44
Action plan, 102, 111
Advanced knowledge, 228
Advance organizers, 78
Agor, W., 209
Analogue manipulation, 200
Analyzing, 128
Approaches to learning, 39
Assessment procedures, 146; of accuracy, 145: of process, 248
Attentional capacity, 199
Attention and arousal, 199, 214, 215
Attitudinal variables, 6
Automaticity, 73, 81, 188
Bandura, A., 199
Basic skills and facts, 228
Behavioristic theories, 75
Behavior management, 60
Biggs and Collis, Structure of Learning Outcomes (SOLO), 230; SOLO tasks, 233; SOLO taxonomy, 227, 231, 232, 239
Bloom, B. S., 232
Book knowledge, 219
Bottom-up approach, 116
Brainstorining, 113
Brandt, R., 246
Bridging, 58, 59, 70
Broudy, H. S., 228, 229, 240
Bryant, P., 184
Calgary Learning Centre (ECS), 54, 55, 58, 59, 62
Canadian Cognitive Abilities Test (CCAT), 235
Case, R., 73, 74
Chomsky, N., 175
Classroom as a system, 36
Coding of information, 214
Cognitive Assessment System (CAS), 220
Cognitive Curriculum for Young Children (CCYC), 53
Cognitive developmental theory, 72
Cognitive education, 53, 68, 246; movement, 67; positive effects, 61; strategies, 48, 69, 77; teachers, 59
Cognitive instruction, 247
Cognitive mediational approach, 60
Cognitive modifiability, 70, 71

-283-

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