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Lockman, Jeffrey L. – Infancy, 2008
For many decades, tool use has been viewed primarily as a cognitive achievement, an ability that separates not only adults and older children from infants, but humans from virtually all other species. According to this standard account, tool use and associated means-ends behaviors are dependent on symbolic or representational thinking. Organisms…
Descriptors: Cognitive Development, Object Manipulation, Behavior, Individual Differences
Jonassen, David H. – 1981
Conceptual and methodological problems inherent in Aptitude Treatment Interaction (ATI) research, coupled with the impracticality of its application, call into question its use as a design model. For these reasons, ATI should be de-emphasized as an instructional design model and attention should be refocused on the structure of content and the…
Descriptors: Aptitude Treatment Interaction, Cognitive Processes, Content Analysis, Individual Differences
Lansman, Marcy; Hunt, Earl – 1981
This report summarizes the research results and provides a reference. The basic question addressed was, "Is performance on multi-component tasks predicted by performance on the individual components performed separately?" In the first series of experiments, a dual task involving memory and verbal processing components to predict a…
Descriptors: Attention, Attention Span, Cognitive Processes, Individual Differences
Scandura, Joseph M. – Journal of Computer-Based Instruction, 1984
Analyzes instructional theory requirements and suggests that structural learning theories meet these requirements. Essentials of such theories are illustrated in the context of designing an instructional unit on subtraction. Structural learning theories are then described more generally and contrasted with cognitive theories. Implications for…
Descriptors: Computer Assisted Instruction, Educational Research, Individual Differences, Instructional Design