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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
101

Discrimination of letter pairs related to Piagetian stages of cognitive development /

Hough, Ruth Ann Klingensmith January 1975 (has links)
No description available.
102

The range of operative structures underlying the behavior of young readers and non-readers engaged in reading and writing activities /

McKenzie, Moira Gwendoline January 1975 (has links)
No description available.
103

Modification of cognitive styles and impact on reading disability /

Schlaepfer, Madelyn Aleen January 1976 (has links)
No description available.
104

The differential effect of conceptual tempo on the effectiveness of the information gathering strategies of sixth grade boys /

Niswonger, Daniel Allen January 1976 (has links)
No description available.
105

A cognitive-developmental study of the grandchild-grandparent bond /

Schultz, Ned William January 1976 (has links)
No description available.
106

A Piagetian perspective on artistic development /

Evans, Donn Thomas January 1977 (has links)
No description available.
107

Cognitive-developmental differences in reactions to frustration in a dyadic problem-solving task /

Kelly, Dennis Allan January 1977 (has links)
No description available.
108

RELATIONSHIPS BETWEEN CONTENT EXPERIENCE AND THE DEVELOPMENT OF SERIATION SKILLS IN FIRST GRADE CHILDREN

Bonney, Lewis Alfred, 1939- January 1970 (has links)
No description available.
109

Application of children's reasoning skills: how children know a cat has life

盧立仁, Lo, Lap-yan. January 2002 (has links)
published_or_final_version / Psychology / Master / Master of Philosophy
110

THE EFFECT OF METACOGNITIVE STRATEGIES ON CHILDREN'S WRITING.

VAUGHAN, SHERRY CURTIS. January 1983 (has links)
This study explored the effects of metacognitive strategies on expository writing performance and metacognitive awareness of sixth graders. Metacognitive knowledge refers to students' ability to talk and write about the variables operating in expository tasks, the availability and appropriateness of strategies for producing expository text and how aspects of writing interact with the appropriateness of strategies available to the writer. High and low ability students were assigned to an experimental group who received instruction in metacognitive awareness strategies or to a control group. Three different types of measures included writing performance measures of syntax, mechanics and semantics/pragmatics; metacognitive awareness measures; and individual differences measures. The syntax and mechanics measures and the individual differences measures were standardized by the National Assessment of Educational Progress. Results indicated no significant differences in either writing performance or metacognitive awareness for the two groups. Possible causal factors emerged: Expository writing performance was shown to be situation specific; a group design did not allow for a clear description of what factors contributed to the uneven performances; writers may not have performed well since a functional context and a source of motivation were lacking. Writing assessment and research design became the central issues of this study. Any comparison of two pieces of writing cannot reflect a writer's competence. Contextual factors influence the writer's performance on any task and a research design needs to allow for description of those factors.

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