Advances in Cognition and Educational Practice – serie

Visar alla böcker i serien Advances in Cognition and Educational Practice. Handla med fri frakt och snabb leverans.

5 produkter

1. 

   Reflections on the Concept of Intelligence

   Av Welko Tomic, Johannes Kingma

   Inbunden, 1997

   1938 kr

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   This study focuses on three issues which have been recurrent in the literature on intelligence during the last century: general intellectual capacity; the g factor; and how to influence the development of intelligence. The topics range from neuropsychology to intelligence, personality and …

2. 

   Conceptual Issues in Research on Intelligence

   Av Welko Tomic, Johannes Kingma

   Inbunden, 1998

   1778 kr

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   Intelligence is considered in its widest sense, representing diverse view points and areas of specialization in this volume. Contributors represent an international network of intelligence and cognition researchers, coming from a wide range of countries including Germany, New Zealand, The …

3. 

   Dynamic Assessment

   Prevailing Models and Applications

   Av Carol S. Lidz, Julian G. Elliott

   Inbunden, 2000

   1543 kr

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   This review of advances in cognition and educational practice examines conceptual issues in research in intelligence.

4. 

   Learning Potential Assessment and Cognitive Training

   Actual Research and Perspectives in Theory Building and Methodology

   Av G.M. van der Aalsvoort, W. Resing m. fl.

   Inbunden, 2002

   1421 kr

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   This text discusses research on learning potential assessment and cognitive training. Moreover, several contributions discuss the relationship between individual learning and social interaction during learning potential assessment. It has five themes, covering research on learning potential …

5. 

   Children's Writing

   Towards a Process Theory of the Development of Skilled Writing

   Av Earl C. Butterfield

   Inbunden, 1994

   1546 kr

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   This second volume in the series discusses such topics as working memory in writing, working memory as a source of individual differences in children's writing and modifying Hayes' and Flowers' model of skilled writing.