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| Learning and Instruction | 6 |
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| Ashman, Adrian F. | 1 |
| Beishuizen, M. | 1 |
| Bornas, Xavier | 1 |
| Conway, Robert N. | 1 |
| Engestrom, Yrjo | 1 |
| Kumpulainen, Kristiina | 1 |
| Mutanen, Mika | 1 |
| Necka, Edward | 1 |
| Servera, Mateu | 1 |
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| Reports - Evaluative | 2 |
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Peer reviewedEngestrom, Yrjo; And Others – Learning and Instruction, 1995
Two features of a new horizontal conceptualization of expertise are explored. Polycontextuality refers to the multiple ongoing tasks apparent in expert work, and boundary crossing is considered as a cognitive process that characterizes much expertise. Three case studies, one in a Finnish elementary school, illustrate these concepts. (SLD)
Descriptors: Cognitive Processes, Elementary Education, Foreign Countries, Knowledge Level
Peer reviewedNecka, Edward; And Others – Learning and Instruction, 1992
The effects of incidental learning were assessed in 2 experiments involving 201 seventh graders in Poland through an experimental paradigm based on the levels of processing theory. Data suggest that an important aspect of intelligence is "opportunistic" learning (learning in advance). Intelligent people take cognitive advantage of…
Descriptors: Cognitive Processes, Elementary Education, Elementary School Students, Foreign Countries
Peer reviewedBeishuizen, M.; And Others – Learning and Instruction, 1997
Mental arithmetic strategies were studied with 91 Dutch third graders who computed by splitting off 10s and units in both numbers or counting by 10s up or down from the first unsplit number. Results reveal flexibility in changing between and within strategy use. Implications for instruction are discussed. (SLD)
Descriptors: Arithmetic, Cognitive Processes, Elementary Education, Elementary School Students
Peer reviewedKumpulainen, Kristiina; Mutanen, Mika – Learning and Instruction, 1999
Introduces a descriptive system of analysis of peer-group interaction that consists of a three-dimensional analysis of peer-group interaction by focusing on the functions of verbal interaction and the nature of cognitive processing and social processing. Twenty 12-year-old students from one Finnish classroom participated in the study. Empirical…
Descriptors: Cognitive Processes, Elementary Education, Evaluation Methods, Foreign Countries
Peer reviewedAshman, Adrian F.; Conway, Robert N. – Learning and Instruction, 1993
A cognitive education program applicable across many classroom settings was evaluated with 147 Australian students in grades 4 through 7 who were or were not exposed to the Process-Based Instruction (PBI) approach. Results indicate the positive effects of PBI on student achievement and student and teacher attitudes. (SLD)
Descriptors: Academic Achievement, Cognitive Processes, Educational Change, Elementary Education
Peer reviewedBornas, Xavier; Servera, Mateu – Learning and Instruction, 1992
Twenty-one impulsive fifth and sixth graders with low academic achievement were assigned to (1) self-instruction (SI) training; (2) problem solving (PS) training; or (3) a control condition. SI and PS training produced improvement in impulsivity and achievement, but only the impulsivity decrease was maintained at six months. (SLD)
Descriptors: Academic Achievement, Behavior Problems, Classroom Techniques, Cognitive Processes
