Welcome to our book review site go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
Preparing Instructional Objectives
Previously published as Preparing Objectives for Programmed Instruction.
New Scientist
None
Cognitive Psychology and Instruction
Sipke D. Fokkema Amsterdam, Free University From June 13th - 17th, 1977 the NATO International Conference on Cognitive Psychology and Instruction, organized by the editors of this volume, took place at the Free University of Amsterdam. During this period approximately 150 psychologists representing 15 countries assembled for an exchange of scientific experiences and ideas. The broad aim of the conference, as indicated by its title, was to explore the extent to which theoretical and methodological developments in cognitive psychology might provide useful knowledge with regard to the design and management of instruction. From a great variety of submitted papers the organizers attempted to sele...
Basic Processes in Reading
Originally published in 1977, this volume contains the most recent theoretical views and experimental findings by prominent psychologists at the time, working in areas they considered to be most basic to the reading processes. The material will still be of value to people interested in applied and basic aspects of reading, as well as those concerned with language processing and information processing in general. The volume divides conveniently into two areas, perception and comprehension. The initial chapters deal with the perceptual processes involved in reading. The second half of the volume delves into the area of comprehension. The interested reader will find a wide variety of topics covered in the volume that reflect the amazingly wide range of cognitive functions that are part of the reading process.
Lifelong Learning
Naomi Sargant (1933-2006) was a television executive, educator, consultant and writer. This volume of her writing raises themes as relevant and challenging today as when she first wrote them. The rights of women to educational opportunity and recognition; the challenges posed by the digital divide; the importance of recognising what learners have in common, and what separate needs must be addressed if they are to benefit from opportunities to learn - on each she locates her argument in a specific time and policy context, but the principles she articulates are universal.
