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Bosnjak, Amira; Boyle, Christopher; Chodkiewicz, Alicia R. – Educational and Developmental Psychologist, 2017
The role of affective and cognitive factors in learning have long been recognised as imperative determinants of the learning process. Maladaptive styles with which we perceive and explain accomplishments and failures in achievement outcomes have an important motivational impact upon approach and avoidance behaviours towards academic tasks.…
Descriptors: Intervention, Pilot Projects, Affective Objectives, Cognitive Objectives

Watkins, Jane – Journal of Experiential Education, 1979
Emphasizing an holistic approach to learning and life ("put a book in your backpack"), this speech advocates Douglas Heath's maxim 'We hobble a gifted youth if his talent is not yoked to passion; we drown the passionate youth if his emotionality is not disciplined by intellectual skills.' (JC)
Descriptors: Affective Objectives, Cognitive Objectives, Experiential Learning, Learning Processes
Rukavina, Paul B.; Jeansonne, Jennifer J. – Journal of Physical Education, Recreation & Dance (JOPERD), 2009
K-12 students enter physical education with many naive conceptions or misconceptions of how motor skills are acquired. One goal of physical education is to teach concepts that will help students learn and perform motor skills, but many practitioners don't know how to provide experiences that will teach students to apply their knowledge…
Descriptors: Elementary Secondary Education, National Standards, Misconceptions, Lesson Plans

Silber, Kenneth H. – Performance Improvement, 2002
Discusses the cognitive approach to instructional design (ID) and how ID practitioners can design training differently. Highlights include how learning occurs; categories of learning; a model that summarizes the components of a well-designed lesson; a framework for ID based on cognitive psychology; and a table to use as a job aid for designing…
Descriptors: Cognitive Objectives, Cognitive Psychology, Instructional Design, Learning Processes
Ross, Tweed W. – Ed-Tech Review, 1993
Discusses parallels between Bloom's taxonomy for cognitive learning outcomes and hypertext design, and argues that hypertext designs should be consistent with desired learning outcomes. Bloom's taxonomy is explained; hypertext designs are described and diagrammed; and the need for more research connecting hypertext design and effective learning is…
Descriptors: Cognitive Objectives, Comparative Analysis, Computer Software Development, Hypermedia

Barker, Douglas; Hapkiewicz, Walter G. – Journal of Educational Research, 1979
Students given evaluation level objectives did as well on relevant and incidental learning as did a control group, while those given knowledge level objectives achieved less incidental learning at the evaluation level. (Editor)
Descriptors: Behavioral Objectives, Cognitive Objectives, College Students, Evaluative Thinking

Reigeluth, Charles M. – Instructional Science, 1983
New knowledge is made meaningful by relating it to prior knowledge. Although meaningfulness usually relates new knowledge to prior superordinate knowledge, arbitrarily meaningful knowledge, coordinate, subordinate, and analogic ideas, experiential knowledge, and cognitive strategy also facilitate learning. Optimization of prior knowledge is done…
Descriptors: Cognitive Objectives, Cognitive Processes, Educational Research, Epistemology

Moore, David S. – Educational Theory, 1982
The hierarchical structure of the cognitive domain presented in Benjamin S. Bloom's taxonomy of educational objectives does not reflect the actual nature of the learning process. Attempts to apply the classification levels to student learning in mathematics and other subjects place the taxonomy's usefulness in question. (PP)
Descriptors: Classification, Cognitive Objectives, Difficulty Level, Elementary Secondary Education

Daningburg, Suzanne; Schmid, Richard F. – Journal of Educational Television, 1988
Analysis of the process of educational television evaluation focuses on the Programme Evaluation Analysis Computer (PEAC) system. Highlights include affects of evaluation on learning; internal and external validity; variables in the evaluation model; formative evaluation; cognitive and affective objectives; and differences between general…
Descriptors: Affective Objectives, Broadcast Television, Cognitive Objectives, Educational Television

Lunetta, Vincent N.; Tamir, Pinchas – Science Teacher, 1979
Discusses how laboratory activities can match science teaching goals. Analysis of two commonly used laboratory investigations in high school physics and biology are presented using a list of 24 skills and behaviors which are related to the processes of scientific inquiry and problem solving. (HM)
Descriptors: Biology, Cognitive Objectives, Educational Objectives, Inquiry

Brandt, Ron – Educational Leadership, 1988
In this interview, author Art Costa asserts that the teaching of either content or thinking skills in isolation is unproductive. To combine these approaches, he recommends selecting content for its relationship to thought processes. He also observes that administrators who model intelligent behavior thereby create a climate for thinking. (TE)
Descriptors: Abstract Reasoning, Cognitive Development, Cognitive Objectives, Cognitive Processes

Riddle, John S. – Journal of Academic Librarianship, 2003
Discusses service learning and presents models of instruction that academic libraries might offer to service learning pedagogy. Highlights include the role of information literacy; reflection; affective and cognitive learning outcomes of service learning; impact of service learning on libraries; learning process model; course objectives model;…
Descriptors: Academic Libraries, Affective Objectives, Cognitive Objectives, Content Analysis

Sonnier, Isadore L. – College Student Journal, 1982
Defines holistic education as a set of teaching strategies designed to cope with brain lateralization. Suggests that teaching strategies which facilitate learning through the right, holistic hemisphere foster more comprehensive learning. Suggests six steps to involve students in participating in an educational unit. (Author/JAC)
Descriptors: Affective Objectives, Cerebral Dominance, Cognitive Objectives, College Students

Lahdes, Erkki – Scandinavian Journal of Educational Research, 1983
Main traits of the mastery learning theory and its relations to other innovatory approaches are sketched. A Finnish school experiment, with the experimental group (160 first graders) following mastery learning principals, is presented and positive results discussed. Advantages of learning strategy and practical difficulties restricting its…
Descriptors: Cognitive Objectives, Competency Based Education, Educational Technology, Educational Theories

Gutfreund, R. – Oxford Review of Education, 1979
Analyzes the failure of three approaches currently used to explain educational under-achievement by working class children. Recommends study of distinctions between educational content and process, material and cultural insulation, and teacher-student-parent interactions. Strategy suggested is small group instruction emphasizing affective learning…
Descriptors: Academic Achievement, Affective Objectives, Cognitive Objectives, Educational Change