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…Reading, Volume 1. Hillsdale , NJ: Erlbaum. Sticht, T.G. (1976). Comprehending reading at work. In M. Just & P. Carpenter (eds.), Cognitive Processes in Comprehension. Hillsdale , NJ: Erlbaum. Sticht,…

…under this license you may not: modify or copy the materials; use the materials for any commercial purpose, or for any public display (commercial or non-commercial); attempt to decompile or…

…acting on systems, exhibiting expert performance. Problems may be presented as worked examples or as examples to be worked by the learner. During problem solution instructional augmentations of several kinds…

…2013) or the School of One program in New York City. The Smarter Balanced assessment of the Common Core state standards is an example of a large-scale adaptive assessment.  …

…aspects of learning (see http://www.funderstanding.com/choice-theory/choice-theory#more-1056 ) For descriptions of other theories of motivation, see http://changingminds.org/explanations/theories/a_motivation.htm For suggestions about how to apply motivation to teaching, see http://www.vanderbilt.edu/cft/resources/teaching_resources/interactions/motivating.htm References Ames, C. &…

…of a generality), examples (expository presentation of instances), recall (inquisitory generality) and practice (inquisitory instance). Secondary presentation forms include: prerequisites, objectives, helps, mnemonics, and feedback. The theory specifies that instruction…

…Skinner rejected the idea of theories of learning (see Skinner, 1950). Example By way of example, consider the implications of reinforcement theory as applied to the development of programmed instruction…

…series). Indeed, one of the central questions of this research has been why people are so poor at logical reasoning. For example, it is well established that people have difficulty…

…situation, and (3) evoke uncommon responses as textual responses. Maltzman used the latter approach and mentions Osborn (1957) as an example of the first two. Maltzman’s research is distinctive because…

…H. Hunter) Training for Tomorrow: Distributed Learning Through Computer and Communications Technology. Addison-Wesley, Reading, MA<. 1985. Computers for Kids Over Sixty. Addison-Wesley, Reading, MA<. 1984. (with M. Furlong) Training &…

…practice variables in sensory-motor skills such as massed versus spaced practice, part versus whole task learning, and feedback/reinforcement schedules. Long-term retention of motor skills depends upon regular practice; however, continuous…