Search results for 'Learning, Psychology of' (try it on Scholar)

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  1. D. W. Hamlyn (1983). Perception, Learning, and the Self: Essays in the Philosophy of Psychology. Routledge & K. Paul.score: 594.0
    INTRODUCTION If there is one underlying implication in the following essays it is the inadequacy of the information-processing model for cognitive ...
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  2. Gordon H. Bower (ed.) (1984). The Psychology of Learning and Motivation. Academic Press.score: 522.0
    ... depends on understanding their origins and roles in the cogni- THE PSYCHOLOGY OF LEARNING Copyright © by Academic Press, Inc. AND MOTIVATION, VOL. ...
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  3. Steven J. Armstrong, Elizabeth R. Peterson & Stephen G. Rayner (2012). Understanding and Defining Cognitive Style and Learning Style: A Delphi Study in the Context of Educational Psychology. Educational Studies 38 (4):449-455.score: 486.0
    This report outlines the findings from a Delphi study designed to establish consensus on the definitions of cognitive style and learning style amongst an international style researcher community. The study yields long-needed definitions for each construct that reflect high levels of agreement. In a field that has been criticised for a bewildering array of definitions and a proliferation of terms and concepts, this study represents an important step to address confusion in the meaning of the two terms. New researchers interested (...)
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  4. Alison Gopnik & Laura Schulz (eds.) (2007). Causal Learning: Psychology, Philosophy, and Computation. Oxford University Press.score: 471.0
    Understanding causal structure is a central task of human cognition. Causal learning underpins the development of our concepts and categories, our intuitive theories, and our capacities for planning, imagination and inference. During the last few years, there has been an interdisciplinary revolution in our understanding of learning and reasoning: Researchers in philosophy, psychology, and computation have discovered new mechanisms for learning the causal structure of the world. This new work provides a rigorous, formal basis for theory theories of concepts (...)
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  5. James Meredith Day (2008). Human Development and the Model of Hierarchical Complexity: Learning From Research in the Psychology of Moral and Religious Development. World Futures 64 (5 - 7):452 – 467.score: 471.0
    Critical consideration is given the empirical evidence for psychological models of religious development, its supposed relationship to other domains of psychological development, and especially, moral development. Significant problems with stage conceptions in these models augur a fundamental rethinking of religious development as a construct in developmental psychology. Model of Hierarchical Complexity has demonstrable promise for enabling greater precision in constructs and methods. This may resolve some central problems and advance research in the field.
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  6. Lucinda Pearl Boggs (1907). The Psychology of the Learning Process. Journal of Philosophy, Psychology and Scientific Methods 4 (18):477-481.score: 471.0
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  7. Avi I. Mintz (2010). “Chalepa Ta Kala,” “Fine Things Are Difficult”: Socrates' Insights Into the Psychology of Teaching and Learning. [REVIEW] Studies in Philosophy and Education 29 (3):287-299.score: 453.0
  8. M. Schmid (1986). Book reviews : Lernen aus dem irrtum--die bedeutung Von Karl Poppers lerntheorie fur die psychologie und die philosophie der wissenschaft. By William Berkson and John Wettersten. Hamburg: Hoffmann & campe-verlag, 1982. 222 seiten. 38 dm. learning from error--Karl Popper's psychology of learning. La salle: Open court, 1984. Pp. XIII + 155. $14.95. [REVIEW] Philosophy of the Social Sciences 16 (2):260-262.score: 444.0
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  9. H. I. Savastano (2006). Retraction of Savastano, Arcediano, Stout, and Miller (Quarterly Journal of Experimental Psychology, 2003) and Savastano & Miller (Learning and Motivation, 2003). [REVIEW] Journal of Experimental Psychology 56:371-395.score: 441.0
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  10. Martin A. Conway, A. F. Collins, Stephen J. Anderson & G. Cohen (1998). Changes in Memory Awareness During Learning: The Acquisition of Knowledge by Psychology Undergraduates. Journal of Experimental Psychology.score: 441.0
  11. Mariane Hedegaard (2008). Children's Learning Through Participation in Institutional Practice : A Model From the Perspective of Cultural-Historical Psychology. In B. van Oers (ed.), The Transformation of Learning: Advances in Cultural-Historical Activity Theory. Cambridge University Press.score: 441.0
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  12. Morris L. Bigge (1954). A Relativistic Approach to the Learning Aspect of Educational Psychology. Educational Theory 4 (3):213-234.score: 435.0
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  13. George Botterill (1986). Learning From Error: Karl Popper's Psychology of Learning. Philosophical Books 27 (2):98-100.score: 435.0
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  14. Ansgar D. Endress (2013). Bayesian Learning and the Psychology of Rule Induction. Cognition 127 (2):159-176.score: 435.0
  15. Paul Ernest (1993). Constructivism, the Psychology of Learning, and the Nature of Mathematics: Some Critical Issues. Science and Education 2 (1):87-93.score: 435.0
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  16. B. T. Evans (1995). Implicit Learning, Consciousness, and the Psychology of Thinking. Thinking and Reasoning 1 (1):105 – 118.score: 435.0
  17. Michael J. A. Howe (1991). A Teachers' Guide to the Psychology of Learning. Wiley-Blackwell.score: 435.0
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  18. Steinar Kvale (1976). The Psychology of Learning As. Behaviorism 4 (1):97-116.score: 435.0
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  19. Gregory L. Murphy (1986). The Psychology of Category Learning: Current Status and Future Prospect. Behavioral and Brain Sciences 9 (4):664.score: 435.0
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  20. Sheldon Richmond (1987). William Berkson and John Wettersten, Learning From Error: Karl Popper's Psychology of Learning Reviewed By. Philosophy in Review 7 (1):1-3.score: 435.0
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  21. Brian H. Ross (ed.) (2002). The Psychology of Learning and Motivation: Advances in Research and Theory, Vol. 41. Academic Press.score: 435.0
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  22. Stephanie Thornton (1987). McCuinness, Diane. When Children Don't Learn: Understanding the Biology and Psychology of Learning Disabilities. Cognitive Science 11 (4):522-524.score: 435.0
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  23. Dirk Schlimm (2009). Learning From the Existence of Models: On Psychic Machines, Tortoises, and Computer Simulations. Synthese 169 (3):521 - 538.score: 423.0
    Using four examples of models and computer simulations from the history of psychology, I discuss some of the methodological aspects involved in their construction and use, and I illustrate how the existence of a model can demonstrate the viability of a hypothesis that had previously been deemed impossible on a priori grounds. This shows a new way in which scientists can learn from models that extends the analysis of Morgan (1999), who has identified the construction and manipulation of models (...)
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  24. Mary Litch (1999). Learning Connectionist Networks and the Philosophy of Psychology. Acta Analytica 22 (22):87-110.score: 423.0
  25. O. Hobart Mowrer (1961). Book Review:Psychology: A Study of a Science. Study I, Conceptual and Systematic. Volume 2, General Systematic Formulations, Learning, and Special Processes Sigmund Koch. [REVIEW] Philosophy of Science 28 (3):312-.score: 414.0
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  26. Mpine Makoe (2008). Using Phenomenological Psychology to Analyse Distance Education Students' Experiences and Conceptions of Learning. Indo-Pacific Journal of Phenomenology: Phenomenology and Education: Special Edition 8:1-11.score: 414.0
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  27. F. C. Bartlett (1933). The Nature of Learning. By George Humphrey, Ph.D. (International Library of Psychology, Philosophy, and Scientific Method). (London: Kegan Paul, Trench, Trübner and Co., Ltd. 1933. Pp. Vii + 296. Price 15s. Net.). [REVIEW] Philosophy 8 (32):493-.score: 405.0
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  28. Phillip Guy Post Christopher Adam Aiken, Jeffrey T. Fairbrother (2012). The Effects of Self-Controlled Video Feedback on the Learning of the Basketball Set Shot. Frontiers in Psychology 3.score: 399.0
    Allowing learners to control some aspect of instructional support (e.g., augmented feedback) appears to facilitate motor skill acquisition. No studies, however, have examined self-controlled (SC) video feedback without the provision of additional attentional cueing. The purpose of this study was to extend previous SC research using video feedback about movement form for the basketball set shot without explicitly directing attention to specific aspects of the movement. The SC group requested video feedback of their performance following any trial during the acquisition (...)
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  29. Terry Hyland (2011). Mindfulness and Learning: Celebrating the Affective Dimension of Education. Springer Verlag.score: 396.0
    The result is a one-dimensional, economistic and bleakly utilitarian conception of the educational task.In Mindfulness and Learning: Celebrating the Affective Dimension of Education, Terry Hyland advances the thesis that education stands in ...
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  30. John H. Morgan (2011). Psychology of Religions and the Books That Made It Happen. Journal for the Study of Religions and Ideologies 10 (30):277-298.score: 390.0
    On the centennial of the death of William James (1842-1910), I approached faculty members at eighteen major theological centers of learning requesting them to identify the twelve most important books in the field of the psychology of religion written between James' 1902 classic The Varieties of Religious Experience up to Peter Homan's 1970 Theology After Freud. The request was for each faculty member (by agreement to remain anonymous) to identify the twelve books during that time period (1902-1970) which, in (...)
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  31. Walter Smith (1994). From a Learning Point of View: Designing and Facilitating Affective Education. Creative.score: 390.0
     
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  32. Peter M. Milner (1999). The Autonomous Brain: A Neural Theory of Attention and Learning. L. Erlbaum Associates.score: 369.0
    The thesis of this bk is that the brain is innately constructed to initiate behaviors likely to promote the survival of the species & to sensitize sensory systems to stimuli required for those behaviors. Intended for behavioral & brain scientists.
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  33. Ruth Cigman & Andrew Davis (eds.) (2009). New Philosophies of Learning. Wiley-Blackwell.score: 369.0
    Through contributions from an international range of leading empirical researchers and philosophers, the text explores the relationships between scientific and ...
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  34. Wan Har Chong (2006). Personal Agency Beliefs in Self-Regulation: The Exercise of Personal Responsibility, Choice and Control in Learning. Marshall Cavendish Academic.score: 360.0
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  35. Peter M. Smudde (ed.) (2010). Humanistic Critique of Education: Teaching and Learning as Symbolic Action. Parlor Press.score: 360.0
  36. George Russell Tyson (1936). An Analysis of Secondary School Teaching as Guidance of Learning. Philadelphia.score: 360.0
     
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  37. John B. Carroll & Mary Long Burke (1965). Parameters of Paired-Associate Verbal Learning: Length of List, Meaningfulness, Rate of Presentation, and Ability. Journal of Experimental Psychology 69 (6):543.score: 330.0
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  38. Klaus N. Nielsen (2008). Learning, Trajectories of Participation and Social Practice. Outlines. Critical Practice Studies 10 (1):22-36.score: 309.0
    This article argues that personal meaning should be considered important when addressing issues of learning. It is claimed that meaningful learning is not primarily intra-psychological, as suggested by humanistic psychologists and parts of cognitive psychology, but is an integrated part of the person’s participation in various social practices. Inspired by critical psychology and situated learning, it is suggested that in order to comprehend what people in everyday life experience as meaningful, we have to understand the concerns subjects pursue (...)
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  39. David R. Moore Sygal Amitay, Yu-Xuan Zhang (2012). Asymmetric Transfer of Auditory Perceptual Learning. Frontiers in Psychology 3.score: 309.0
    Perceptual skills can improve dramatically even with minimal practice. A major and practical benefit of learning, however, is in transferring the improvement on the trained task to untrained tasks or stimuli, yet the mechanisms underlying this process are still poorly understood. Reduction of internal noise has been proposed as a mechanism of perceptual learning, and while we have evidence that frequency discrimination (FD) learning is due to a reduction of internal noise, the source of that noise was not determined. In (...)
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  40. Michael Tomasello, Malinda Carpenter, Josep Call, Tanya Behne & Henrike Moll (2005). Understanding and Sharing Intentions: The Origins of Cultural Cognition. Behavioral and Brain Sciences 28 (5):675-691.score: 306.0
    We propose that the crucial difference between human cognition and that of other species is the ability to participate with others in collaborative activities with shared goals and intentions: shared intentionality. Participation in such activities requires not only especially powerful forms of intention reading and cultural learning, but also a unique motivation to share psychological states with others and unique forms of cognitive representation for doing so. The result of participating in these activities is species-unique forms of cultural cognition and (...)
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  41. Duane M. Rumbaugh (1997). The Psychology of Harry F. Harlow: A Bridge From Radical to Rational Behaviorism. Philosophical Psychology 10 (2):197 – 210.score: 300.0
    Harry Harlow is credited with the discovery of learning set, a process whereby problem solving becomes essentially complete in a single trial of training. Harlow described that process as one that freed his primates from arduous trial-and-error learning. The capacity of the learner to acquire learning sets was in positive association with the complexity and maturation of their brains. It is here argued that Harlow's successful conveyance of learning-set phenomena is of historic significance to the philosophy of psychology. Learning (...)
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  42. Richard A. Monty & Lawrence C. Perlmuter (1972). The Role of Choice in Learning as a Function of Meaning and Between- and Within-Subjects Designs. Journal of Experimental Psychology 94 (2):235.score: 300.0
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  43. M. R. D'Amato, Donald Keller & Gerald Biederman (1965). Discriminated Avoidance Learning as a Function of Parameters of Discontinuous Shock. Journal of Experimental Psychology 70 (6):543.score: 300.0
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  44. Norman H. Anderson (1969). Application of a Model for Numerical Response to a Probability Learning Situation. Journal of Experimental Psychology 80 (1):19.score: 300.0
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  45. Gail A. Bruder (1969). Effects of Method of Presentation on Paired-Associate Learning. Journal of Experimental Psychology 79 (2p1):383.score: 300.0
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  46. Alfred A. Baumeister & Cecil Campbell (1971). Formation of Backward Associations in Paired-Associates Learning by Normal Children and Retardates. Journal of Experimental Psychology 89 (2):298.score: 300.0
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  47. Berndt Brehmer & Lars A. Lindberg (1973). Retention of Single-Cue Probability Learning Tasks as a Function of Cue Validity, Retention Interval, and Degree of Learning. Journal of Experimental Psychology 101 (2):404.score: 300.0
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  48. Merrill T. Eaton (1935). A Study of Latent Learning. Journal of Experimental Psychology 18 (6):683.score: 300.0
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  49. Gloria J. Fischer (1971). Number of Event Choices and the Difference Between Event Probabilities in Human Probability Learning. Journal of Experimental Psychology 89 (1):192.score: 300.0
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  50. Donald J. Foss (1968). Learning and Discovery in the Acquisition of Structured Material: Effects of Number of Items and Their Sequence. Journal of Experimental Psychology 77 (2):341.score: 300.0
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