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A cognitive load approach to instruction in formation of algebraic equationsPawley, Duncan Medway, Education, Faculty of Arts & Social Sciences, UNSW January 2004 (has links)
In a series of five experiments, the effectiveness of using worked examples to teach grade 8 and 9 students the process of translating a written sentence into an algebraic equation, was examined from a cognitive load perspective. The first experiment compared the use of worked examples with a problemsolving strategy. Both for higher and lower levels of prior knowledge in mathematics, the worked examples format group performed significantly better than the problemsolving group. In experiment 2 the worked examples format was compared with an ??algorithm?? method for teaching students to write equations. No significant differences were found in performance on similar questions at either the higher or the lower levels of prior knowledge. However, for transfer questions and questions testing understanding, the performance of the worked examples format was significantly better than that of the algorithm format for the higher level of prior knowledge, though differences were not significant for the lower level. In experiment 3 worked examples using two different methods of checking the translation, the ??comparison?? method and the ??substitution?? method, were compared. No significant differences were found between the two methods for either knowledge group. In experiments 4 and 5 it was shown that grade 8 and 9 students were initially disadvantaged by the inclusion of a checking method. However, after a more substantial period of acquisition, for the students with a lower level of prior knowledge, those who received checking instructions performed significantly better than did those who did not receive such instructions. In contrast, higher knowledge students were continually disadvantaged by the inclusion of a checking method. Higher knowledge students receiving checking instructions experienced a significantly higher cognitive load than did those not receiving them, as shown by a measure of mental effort. The positive effect of checking for lower knowledge students and the negative effect for higher knowledge students in this domain is a further example of the expertise reversal effect. Evidence was found that the inclusion of checking instructions led to a redundancy effect for higher knowledge learners and caused retroactive inhibition for all learners.
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The inferential basis of perceptual performance /Leboe, Jason P. Milliken, Bruce. January 2002 (has links)
Thesis (Ph.D.)--McMaster University, 2002. / Advisor: Bruce Milliken. Includes bibliographical references (leaves 95-107). Also available via World Wide Web.
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The inferential basis of perceptual performance /Leboe, Jason P. Milliken, Bruce. January 2002 (has links)
Thesis (Ph.D.)--McMaster University, 2002. / Advisor: Bruce Milliken. Includes bibliographical references (leaves 95-107). Also available via World Wide Web.
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Construction and validation of an instrument designed to measure cognitive achievement in humane education among second and third grade pupils /Spencer, Randolph Malcolm. January 1976 (has links)
Thesis (Ed.D.)--University of Tulsa, 1976. / Bibliography: leaves 60-65.
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Is student achievement really immutable? : a study of cognitive development and student achievement in an Oregon school district /Endler, Lorna C. January 2004 (has links)
Thesis (Ph.D.) - James Cook University, 2004. / Typescript (photocopy). Appendices: leaves [1-12] Bibliography: leaves 225-239.
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Research for the learning and teaching of mathematics : an emergent design /Mostert, Ingrid Elizabeth. January 2007 (has links)
Thesis (MEd)-- University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.
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The effects of bilingualism on adult multitasking abilities the myth and merit of "brain boosting" /Boese, Nancy M. January 2008 (has links) (PDF)
Thesis PlanA (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.
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A cross-cultural comparison of cognitive styles in Arab and American adult learners using eye-tracking to measure subtle differencesQutub, Jolin Adeeb. January 2008 (has links)
Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 125. Thesis director: Frederick J. Brigham. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 118-124). Also issued in print.
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The effects of employee characteristics and work environment factors on learning during training and on pretaining motivation to learn /Martin, Gregg D. January 1996 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 62-68). Also available on the Internet.
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The effects of employee characteristics and work environment factors on learning during training and on pretaining motivation to learnMartin, Gregg D. January 1996 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 62-68). Also available on the Internet.
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