Relevant bibliographies by topics / Instruction cognitive

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Instruction cognitive'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Instruction cognitive"

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Mohan, Shiwali, and John Laird. "Exploring Mixed-Initiative Interaction for Learning with Situated Instruction in Cognitive Agents." Proceedings of the AAAI Conference on Artificial Intelligence 26, no. 1 (September 20, 2021): 2445–46. http://dx.doi.org/10.1609/aaai.v26i1.8424.

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Human-agent interaction for learning with instruction canbe viewed on a continuum of instructor/agent control. At one extreme are systems that learn by instructor-driveninteractions, such as learning by demonstration, examples,or imitation. The other extreme of the continuum isoccupied by systems where instructor interaction is limited to responding to the questions posed by the agent or toproviding feedback on agent’s performance. There are advantages to an approach that explores a mixed-initiative instructional dialog. We describe an approach to mixed-initiative interaction based on collaborative discourse theory that allows Soar agents to learn from situated instruction.
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Suek, Leni Amelia. "APPLYING COGNITIVE LOAD THEORY IN TEACHING TENSES FOR SECOND LANGUAGE LEARNERS." Englisia Journal 5, no. 2 (May 1, 2018): 66. http://dx.doi.org/10.22373/ej.v5i2.3072.

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Cognitive load theory is a very useful concept that can be used by instructional designers, teachers, and educators to create effective instruction. It has been applied and developed in many areas including teaching English as a second or foreign language. In designing the instruction for teaching Tenses, worked example, split-attention effect, goal-free effect, modality effect, and redundancy effect are effective techniques that are used to reduce extraneous load, increase germane load, construct and automate schema. Designing and developing new instructions using cognitive load theory is also very useful. Teachers should understand this concept thoroughly because each instructional technique is connected to one another. In addition, it is very important to consider learners’ level of expertise, elements of interactivity and forms or sources of information before designing the instruction. Those elements of information and instructional techniques that are covered in the concept of cognitive load theory, should be well understood and applied by teachers particularly language teachers. Teaching foreign or second language is a big challenge for non-native English teachers; hence, effective instructional design can assist and enhance teaching learning process. This theory will contribute to positive outcomes where students understand the concept of Tenses thoroughly and teachers develop their teaching skill.
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Lee Swanson, H. "Searching for the best cognitive model for instructing students with learning disabilities: A component and composite analysis." Educational and Child Psychology 17, no. 3 (2000): 101–21. http://dx.doi.org/10.53841/bpsecp.2000.17.3.101.

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The purpose of this paper is to identify the components of various cognitive instructional models that best predicted effect sizes for students with learning disabilities. Based on an exploratory analysis, eight models were identified: Direct instruction (sequencing & segmentation), explicit strategy training, monitoring, individualised remedial training, small interactive group instruction, teacher-indirect instruction, verbal questioning/attribution instruction, and technology mediated instruction. The models were tested in a hierarchical weighted least square regression analysis. The results indicated that explicit strategy instruction (explicit practice, elaboration, strategy cuing) and small group interactive settings best predicted the magnitude of treatment outcomes. Although direct instruction also positively predicted the magnitude of effect size, its effects were mitigated when an explicit strategy model was entered into the equation. The results support the robust effects of strategy training as a general heuristic for instructing students with learning disabilities.
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Sierra, Edmundo A., Arthur D. Fisk, and Wendy A. Rogers. "Matching Instructional Media with Instructional Demands." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 25 (September 2002): 2089–93. http://dx.doi.org/10.1177/154193120204602520.

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Video instruction is an effective support for audio instruction of visuospatial tasks; but how is effectiveness of this type of instruction moderated? We investigated the effects of age-related cognitive changes, audio versus audio-plus-video instructions, differential working memory instruction demands, and differential task difficulty on assembly task performance. Forty-eight young adults and 48 older adults completed an assembly task where accuracy, use of additional time, repetition of steps, and subjective mental workload were measured. Results indicated that participants receiving audio plus video instruction benefited most as task difficulty increased. Older adults performed more poorly compared to young adults; however, the findings indicate that video-based instruction was beneficial for both young and older adults for this class of task. Results are discussed from a training perspective in general and as they relate to telemedicine specifically. Guidelines for applying the correct instructional media as a function of the instructional demands are discussed.
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Ellis, Edwin S. "AN INSTRUCTIONAL MODEL FOR INTEGRATING CONTENT‐AREA INSTRUCTION WITH COGNITIVE STRATEGY INSTRUCTION." Reading & Writing Quarterly 10, no. 1 (January 1994): 63–90. http://dx.doi.org/10.1080/1057356940100105.

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Bourguignon, Nicolas J., Senne Braem, Egbert Hartstra, Jan De Houwer, and Marcel Brass. "Encoding of Novel Verbal Instructions for Prospective Action in the Lateral Prefrontal Cortex: Evidence from Univariate and Multivariate Functional Magnetic Resonance Imaging Analysis." Journal of Cognitive Neuroscience 30, no. 8 (August 2018): 1170–84. http://dx.doi.org/10.1162/jocn_a_01270.

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Verbal instructions are central to humans' capacity to learn new behaviors with minimal training, but the neurocognitive mechanisms involved in verbally instructed behaviors remain puzzling. Recent functional magnetic resonance imaging (fMRI) evidence suggests that the right middle frontal gyrus and dorsal premotor cortex (rMFG-dPMC) supports the translation of symbolic stimulus–response mappings into sensorimotor representations. Here, we set out to (1) replicate this finding, (2) investigate whether this region's involvement is specific to novel (vs. trained) instructions, and (3) study whether rMFG-dPMC also shows differences in its (voxel) pattern response indicative of general cognitive processes of instruction implementation. Participants were shown instructions, which they either had to perform later or merely memorize. Orthogonal to this manipulation, the instructions were either entirely novel or had been trained before the fMRI session. Results replicate higher rMFG-dPMC activation levels during instruction implementation versus memorization and show how this difference is restricted to novel, but not trained, instruction presentations. Pattern similarity analyses at the voxel level further reveal more consistent neural pattern responses in rMFG-dPMC during the implementation of novel versus trained instructions. In fact, this more consistent neural pattern response seemed to be specific to the first instruction presentation and disappeared after the instruction had been applied once. These results further support a role of rMFG-dPMC in the implementation of novel task instructions and highlight potentially important differences in studying this region's gross activation levels versus (the consistency of) its response patterns.
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Mayer, Richard E. "Incorporating Individual Differences Into the Science of Learning: Commentary on Sternberg et al. (2008)." Perspectives on Psychological Science 3, no. 6 (November 2008): 507–8. http://dx.doi.org/10.1111/j.1745-6924.2008.00093.x.

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Sternberg, Grigorenko, and Zhang (2008, this issue) make a valiant effort to reinvigorate the somewhat dormant field of cognitive style by showing the implications of cognitive style for instruction and assessment. In support of their call to differentiate instruction for different kinds of learners, they summarize evidence showing that people learn better from a broad instructional method that is sensitive to multiple cognitive styles than they do from a narrow instructional method that is mainly addressed to one cognitive style. In support of their call for using multiple measures of learning potential, they summarize evidence showing that learning outcomes are better predicted by multiple measures of learning potential than by a single measure. In this commentary, I briefly examine Sternberg et al.'s claim that cognitive styles matter for instruction and assessment.
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Farley, Sally D., and Mark F. Stasson. "Relative Influences of Affect and Cognition on Behavior: Are Feelings or Beliefs More Related to Blood Donation Intentions?" Experimental Psychology 50, no. 1 (January 2003): 55–62. http://dx.doi.org/10.1027//1618-3169.50.1.55.

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This study tested the relative predictive power of affect and cognition on global attitude and behavioral intention within the tripartite model of attitude structure. Participants (N = 264) completed questionnaires that included an item regarding blood donation experience, five semantic differential items, four behavioral intention items, and one global attitude item. Participants were randomly assigned to either an affective or cognitive instruction set for the semantic differential items. As predicted, semantic differentials were more highly correlated with both global attitude and behavioral intention when completed under the affective instructions than under the cognitive instructions. In addition, donors’ and non-donors’ attitudes on the semantic differential scales were distinguished from one another only when they were elicited under the affective instruction set. Results provide support for the tripartite model of attitude structure. Future research should examine the relative importance of affect and cognition in less emotion-laden domains.
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Hsu, Hui-Yu, and Edward A. Silver. "Cognitive Complexity of Mathematics Instructional Tasks in a Taiwanese Classroom: An Examination of Task Sources." Journal for Research in Mathematics Education 45, no. 4 (July 2014): 460–96. http://dx.doi.org/10.5951/jresematheduc.45.4.0460.

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We examined geometric calculation with number tasks used within a unit of geometry instruction in a Taiwanese classroom, identifying the source of each task used in classroom instruction and analyzing the cognitive complexity of each task with respect to 2 distinct features: diagram complexity and problem-solving complexity. We found that instructional tasks were drawn from multiple sources, including textbooks, tests, supplemental materials, and the teacher. Our analysis of cognitive complexity indicated that the instructional tasks frequently involved both diagram complexity and problem-solving complexity. Moreover, the geometric calculation with number tasks from nontextbook sources tended to be more cognitively demanding than those found in the textbooks. Implications of task analysis on geometry domain and textbook analysis studies are discussed.
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Henderson, Charles, José P. Mestre, and Linda L. Slakey. "Cognitive Science Research Can Improve Undergraduate STEM Instruction." Policy Insights from the Behavioral and Brain Sciences 2, no. 1 (August 13, 2015): 51–60. http://dx.doi.org/10.1177/2372732215601115.

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This article explores the directions needed to facilitate widespread adoption of the findings of cognitive science (CS) into undergraduate instruction in the disciplines of science, technology, engineering, and mathematics (STEM). The emerging research tradition of STEM discipline-based education research (DBER) is introduced briefly, with a focus on physics education research (PER). Examples of cognitive science research that are beginning to affect classroom practice are introduced, as well as examples that have direct implications for improving STEM instructional practices, yet remain largely unknown in the STEM community. Two barriers slow the implementation of CS findings in undergraduate STEM instruction. The first is lack of communication between cognitive science and STEM DBER researchers. The second is that, even when strong curricula and instructional practices are developed, there are many structural obstacles that make it difficult for STEM instructors to implement new instructional strategies. We provide an overview of current efforts to overcome these structural obstacles, and suggest policy implications for the cognitive science and DBER research communities that could facilitate the development, evaluation, and adoption of research-based instructional strategies in STEM undergraduate education.
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Dissertations / Theses on the topic "Instruction cognitive"

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Whittington, Melena Sue. "Aspired cognitive level of instruction, assessed cognitive level of instruction and attitude toward teaching at higher cognitive levels." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1303143729.

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Brazas, Michael L. "Cognitive load theory and programmed instruction." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001011.

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Owens, Paul School of English UNSW. "Cognitive load theory and music instruction." Awarded by:University of New South Wales. School of English, 2005. http://handle.unsw.edu.au/1959.4/22994.

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Cognitive load theory assumes that effective instructional design is subject to the mechanisms that underpin our cognitive architecture and that understanding is constrained by the processing capacity of a limited working memory. This thesis reports the results of six experiments that applied the principles of cognitive load theory to the investigation of instructional design in music. Across the six experiments conditions differed by modality (uni or dual) and/or the nature of presentation (integrated or adjacent; simultaneous or successive). In addition, instructional formats were comprised of either two or three sources of information (text, auditory musical excerpts, musical notation). Participants were academically able Year 7 students with some previous musical experience. Following instructional interventions, students were tested using auditory and/or written problems; in addition, subjective ratings and efficiency measures were used as indicators of mental load. Together, Experiments 1 and 2 demonstrated the benefits of both dual-modal (dual-modality effect) and physically integrated formats over the same materials presented as adjacent and discrete information sources (split-attention effect), confirming the application of established cognitive load effects within the domain of music. Experiment 3 compared uni-modal formats, consisting of auditory rather than visual materials, with their dual-modal counterparts. Although some evidence for a modality effect was associated with simultaneous presentations, the uni-modal format was clearly superior when the same materials were delivered successively. Experiment 4 compared three cognitively efficient instructional formats in which either two or three information sources were studied. There was evidence that simultaneously processing all three sources overwhelmed working memory, whereas an overlapping design that delayed the introduction of the third source facilitated understanding. Experiments 5 and 6 varied the element interactivity of either two- or three- source formats and demonstrated the negative effects of splitting attention between successively presented instructional materials. Theoretical implications extend cognitive load principles to both the domain of music and across a range of novel instructional formats; future research into auditory only formats and the modality effect is suggested. Recommendations for instructional design highlight the need to facilitate necessary interactions between mutually referring musical elements and to maintain intrinsic cognitive load within working memory capacity.
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Noble, Rhonda. "An assessment of student cognition in basic instruction bowling classes." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2539.

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Thesis (Ed. D.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains viii, 152, [25] p. : ill. Includes abstract. Includes bibliographical references (p. 141-152).
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Cheng, San Chye. "Effects of Socio-Cognitive Conflicts on Group Cognition and Group Performance." Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:13383546.

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Socio-cognitive conflict is a mechanism that drives cognitive development/learning in collaborative learning. Such conflicts occur when individuals have different perspectives on the same problem. To adequately solve problems, groups face the challenge of integrating different perspectives, which when successful can result in an increase in shared knowledge (i.e., knowledge convergence), an intermediate process-related collaborative learning outcome. Knowledge convergence plays an important role in explaining the quality of group performance, an ultimate collaborative learning outcome. However, students do not always learn from one another in groups, with studies revealing variability in collaborative learning outcomes. Among other factors, their communication can be unproductive or productive. This mixed evidence could be because: (1) interactions have not been analyzed using instruments developed with theoretical and empirical underpinnings within a socio-cognitive conflict paradigm to measure a comprehensive range of socio-cognitive processes; and (2) it is insufficient to assign group tasks without providing any scaffolding. My study acknowledges these issues and uses a randomized experimental design that aims to: (1) Test out a script that strives to scaffold interactions to generate collaborative socio-cognitive processes. To analyze interactions, my study uses an instrument capable of identifying a comprehensive range of socio-cognitive processes; and (2) Examine the effect of socio-cognitive processes on knowledge convergence and consequently on the quality of group performance. Findings suggest that the script offers a promising way to facilitate the type of productive communication to make group-work beneficial. It generated interactions with collaborative socio-cognitive processes. Additionally, the frequency of collaborative socio-cognitive processes is positively related to the increase in shared knowledge in terms of the number of similar elements and statements members had in common after dyads’ interactions. Also, the increase in the number of similar elements is positively related to the quality of dyads’ performance, whereas there is no corresponding effect for statements. Implications for designing collaborative learning activities include requiring the duration of students’ interactions to be long enough to have sufficient collaborative socio-cognitive processes so as to have substantial knowledge convergence and higher quality of group performance. Future studies include addressing issues regarding measurement accuracy in analyzing chat-logs and knowledge convergence.
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Tobias, Cindel K. "Complex instruction giving students the education they deserve /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Tobias_CKMiT2010.pdf.

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Chan, Ting-man Samuel, and 陳定文. "Fostering process approach to Chinese writing through cognitive strategy instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961460.

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Lau, Ka-ming, and 劉家明. "Cognitive reading strategies instruction for children with specific language impairment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48273624.

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The primarily goal of this study was to examine the patterns of cognitive and language processing of children with Specific Language Impairment (SLI) and how they related to their text comprehension, interpreted within constructivism. The study aimed to characterize the difference in language, character decoding, metacognitive processing and text comprehension between children with SLI and those under typical development; to identify the inter-relationships among their language processing, character decoding, metacognitive processing and text comprehension; and to investigate how the implementation of cognitive reading strategies instruction change their language processing, character decoding, metacognitive processing, belief towards reading and text comprehension. Two studies were carried out. In Study One, 73 participants were recruited from two Hong Kong primary schools; they were at second and third grade, 42 were diagnosed of SLI and the other were under typical development. Standardized instruments were used to tap children’s language processing and character decoding respectively. Researcher developed Metacognitive Processing Scale were adopted to rate their metacognitive and deep processing of text. A set of comprehension test, comprised of forced-choice inferential questions and two recall tasks, were used to assess their depth in understanding different types of text. Analyses indicated that SLI students did not only score poorer in language processing, but also in character decoding, metacognitive processing and text comprehension. Further analyses of both the entire sample and the SLI sample, indicated that there were significant correlations between character decoding, language processing, metacognitive processing with children’s text comprehension scores. In Study Two, there were 40 participants recruited from the SLI sample of the Study One. Cognitive reading strategy instruction program were developed. 21 participants was randomly selected to receive the experimental instruction and the another 19 were under conventional instruction as control. Besides the measures used in the Study One, interviews and teacher-reporting questionnaires were used to tap children’s belief towards reading and their classroom engagement. Analysis of pre-instruction and post-instruction tests indicated the experimental children showed significantly better progress on their oral language, text comprehension and belief about reading. Both the experimental and the control group showed similar progress on character decoding. The study offers both theoretical and educational contribution on the literacy development among the population of SLI. It identifies the role of metacognitive processing on literacy achievement. It provides the evidence of implementing cognitively-based reading strategies for literacy instruction for children with SLI within Chinese context. Upon the introduction of inclusive education, teachers now face students with much wider diversity, including a significant number of children with SLI. Possible collaboration between frontline teachers and speech therapists in designing potential classroom activities is discussed.
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Chan, Ting-man Samuel. "Fostering process approach to Chinese writing through cognitive strategy instruction." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278308.

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Pate, Shari Ann. "Web tools: An aid for cognitive learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2777.

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The purpose of this project is to provide students and teachers with a disk of tools to aide in the development of Web pages either in the classroom or through online (distance education) learning. Many of the tools supplied on this disk have been field tested in a high school Web design class. When students are allowed to be creative and are able to fuse interesting visual displays the results can be significant in increasing cognitive and multiple intelligences skills.
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Books on the topic "Instruction cognitive"

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Brien, Robert. Cognitive science and instruction. Englewood Cliffs, N.J: Educational Technology Publications, 1994.

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Bruning, Roger H. Cognitive psychology and instruction. 5th ed. Boston: Pearson, 2011.

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J, Schraw Gregory, Ronning Royce R, and Glover John A. 1949-, eds. Cognitive psychology and instruction. 2nd ed. Englewood Cliffs, N.J: Prentice Hall, 1995.

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J, Schraw Gregory, and Ronning Royce R, eds. Cognitive psychology and instruction. 3rd ed. Upper Saddle River, N.J: Merrill, 1999.

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Manning, Brenda H. Cognitive self-instruction for classroom processes. Albany, N.Y: State University of New York Press, 1991.

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Fusco, Esther. Cognitive matched instruction in action. Columbus, Ohio (P.O. Box 14822, Columbus 43214): National Middle School Association, 1987.

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Wesley, Regian J., and Shute Valerie J. 1953-, eds. Cognitive approaches to automated instruction. Hillsdale, N.J: L. Erlbaum Associates, 1992.

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Fly, Jones Beau, and Idol Lorna, eds. Dimensions of thinking and cognitive instruction. Elmhurst, Ill: North Central Regional Educational Laboratory, 1990.

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Hamilton, Richard J. Learning and instruction. New York: McGraw-Hill, 1994.

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K, Detterman Douglas, and Sternberg Robert J, eds. Transfer on trial: Intelligence, cognition, and instruction. Norwood, N.J: Ablex Pub. Corp., 1993.

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Book chapters on the topic "Instruction cognitive"

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Lehrer, Richard. "Computer-Assisted Strategic Instruction." In Cognitive Strategy Research, 303–20. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8838-8_12.

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Martin, Andrew J., and Paul Evans. "Load reduction instruction (LRI)." In Advances in Cognitive Load Theory, 15–29. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429283895-2.

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Mitchell, David, and Dean Sutherland. "Strategy 15: Cognitive strategy instruction." In What Really Works in Special and Inclusive Education, 255–65. Third edition. | Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429401923-26.

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Symons, Sonya, Barbara L. Snyder, Teresa Cariglia-Bull, and Michael Pressley. "Why Be Optimistic About Cognitive Strategy Instruction?" In Cognitive Strategy Research, 3–32. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8838-8_1.

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Mayer, Richard E. "Cognitive, Metacognitive, and Motivational Aspects of Problem Solving." In Metacognition in Learning and Instruction, 87–101. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8_5.

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Feurzeig, W. "Cognitive Science, Artificial Intelligence, and Complex Training." In Computer-Based Instruction in Military Environments, 313–30. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-0915-4_25.

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Park, Sean, Iqbal Gondal, Joarder Kamruzzaman, and Jon Oliver. "Instruction Cognitive One-Shot Malware Outbreak Detection." In Communications in Computer and Information Science, 769–78. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-36808-1_84.

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Kobayashi, Daiji, Hiroaki Murata, and Sakae Yamamoto. "Study on the Instruction Method for Plant Operator." In Engineering Psychology and Cognitive Ergonomics, 331–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73331-7_36.

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Pressley, Michael, and Peggy Van Meter. "Memory Strategies: Natural Development and Use Following Instruction." In Emerging Themes in Cognitive Development, 128–65. New York, NY: Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4613-9223-1_6.

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Beddow, Peter A. "Cognitive Load Theory for Test Design." In Handbook of Accessible Instruction and Testing Practices, 199–211. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71126-3_13.

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Conference papers on the topic "Instruction cognitive"

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Mestre, Jose P. "Cognitive science and physics instruction." In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37554.

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Scheutz, Matthias, Evan Krause, Bradley Oosterveld, Tyler Frasca, and Robert Platt. "Recursive Spoken Instruction-Based One-Shot Object and Action Learning." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/752.

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Learning new knowledge from single instructions and being able to apply it immediately is highly desirable for artificial agents. We provide the first demonstration of spoken instruction-based one-shot object and action learning in a cognitive robotic architecture and briefly discuss the architectural modifications required to enable such fast learning, demonstrating the new capabilities on a fully autonomous robot.
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Mgbere, Chinwi. "Enhancing cognitive readiness: Instruction and assessment." In 2017 12th International Scientific and Technical Conference on Computer Sciences and Information Technologies (CSIT). IEEE, 2017. http://dx.doi.org/10.1109/stc-csit.2017.8099434.

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Solis, Fernando A. Mondragon, and William J. O'Brien. "Cognitive Design of Safety Supervision Instruction." In ASCE International Workshop on Computing in Civil Engineering. Reston, VA: American Society of Civil Engineers, 2013. http://dx.doi.org/10.1061/9780784413029.055.

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Purwananti, Yepi Sedya, Punaji Setyosari, Bambang Yudi Cahyono, and Sulton. "Cognitive Instructional Design (CID) In Proficiency Oriented English Instruction: The Design Principles." In 2nd International Conference on Learning Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008410002110215.

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Elmogy, Mohammed, Christopher Habel, and Jianwei Zhang. "Cognitive instruction interface for mobile robot navigation." In Systems (ICCES). IEEE, 2009. http://dx.doi.org/10.1109/icces.2009.5383298.

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Qingqiang Lin and Yuxing Huang. "Analysis the cognitive load theory and multi-media instruction." In 2011 International Conference on Computer Science and Service System (CSSS). IEEE, 2011. http://dx.doi.org/10.1109/csss.2011.5972079.

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Goudsmit, Jos, and Steven Vos. "Exploring Feedback and Instruction Modalities using Low Fidelity Prototypes for Running." In ECCE 2021: European Conference on Cognitive Ergonomics 2021. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3452853.3452861.

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Du, Haiqiong, and Jianping Zhang. "Cognitive Apprenticeship Apply in Instruction of Reasoning and Expert System." In 2008 International Workshop on Geoscience and Remote Sensing (ETT and GRS). IEEE, 2008. http://dx.doi.org/10.1109/ettandgrs.2008.300.

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Kalyuga, Slava. "Cognitive load effects and design of computer based instruction (poster)." In the second ACM international conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/263690.264340.

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Reports on the topic "Instruction cognitive"

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Tobias, Sigmund. The Effects of Instructional Methods and Individual Differences on the Cognitive Processing of Instruction. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada226004.

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Fallesen, Jon J., Julia Pounds, Sophie Breeskin, and Terrill Saxon. Practical Thinking: Review of Cognitive Instruction Programs for Battle Command. Fort Belvoir, VA: Defense Technical Information Center, December 1995. http://dx.doi.org/10.21236/ada304932.

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Anderson, John R. Instruction in Dynamic Tasks Based on a High-Fidelity Cognitive Architecture. Fort Belvoir, VA: Defense Technical Information Center, August 2002. http://dx.doi.org/10.21236/ada406694.

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VanLehn, Kurt. Felicity Conditions for Cognitive Skill Acquisition: Tutorial Instruction does not need them. Revision. Fort Belvoir, VA: Defense Technical Information Center, April 1989. http://dx.doi.org/10.21236/ada222324.

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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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Collins, Allan. Cognitive Apprenticeship and Instructional Technology. Fort Belvoir, VA: Defense Technical Information Center, January 1988. http://dx.doi.org/10.21236/ada203609.

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Buehner, Linda J. Instructional Design: Impact of Subject Matter and Cognitive Styles. Fort Belvoir, VA: Defense Technical Information Center, February 1987. http://dx.doi.org/10.21236/ada177066.

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Ackerman, Phillip L., and Ruth Kanfer. Cognitive/Self-Regulatory Aptitudes and Instructional Methods for Complex Skill Learning. Fort Belvoir, VA: Defense Technical Information Center, May 1994. http://dx.doi.org/10.21236/ada280937.

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Farr, Marshall J. The Long-Term Retention of Knowledge and Skills: A Cognitive and Instructional Perspective. Fort Belvoir, VA: Defense Technical Information Center, May 1986. http://dx.doi.org/10.21236/ada175905.

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