20.12.2012 Aufrufe

Konzeptuelles und prozedurales Wissen als latente Variablen: Ihre ...

Konzeptuelles und prozedurales Wissen als latente Variablen: Ihre ...

Konzeptuelles und prozedurales Wissen als latente Variablen: Ihre ...

MEHR ANZEIGEN
WENIGER ANZEIGEN

Erfolgreiche ePaper selbst erstellen

Machen Sie aus Ihren PDF Publikationen ein blätterbares Flipbook mit unserer einzigartigen Google optimierten e-Paper Software.

258 Kapitel 12<br />

Lavigne, N. C. (2005). Mutually informative measures of knowledge: concept maps plus<br />

problem sorts in statistics. Educational Assessment, 10(1), 39-71.<br />

Leinhardt, G., Zaslavsky, O., & Stein, M. K. (1990). Functions, graphs, and graphing:<br />

Tasks, learning, and teaching. Review of Educational Research, 60(1), 1-64.<br />

Levy, J., & Pashler, H. (2001). Is dual-task slowing instruction dependent? Journal of<br />

Experimental Psychology: Human Perception and Performance, 27, 862-869.<br />

Lindenberger, U., Marsiske, M., & Baltes, P. B. (2000). Memorizing while walking:<br />

Increase in dual-task costs from young adulthood to old age. Psychology and<br />

Aging, 15(3), 417-436.<br />

Lipshitz, R., Klein, G., Orasanu, J., & Salas, E. (2001). Taking stock of naturalistic<br />

decision making. Journal of Behavioral Decision Making, 14, 331-352.<br />

Logan, G. D. (1985). Skill and automaticity: Relations, implications, and future directions.<br />

Canadian Journal of Psychology, 39(2), 367-386.<br />

Logan, G. D. (1988). Toward an instance theory of automatization. Psychological Review,<br />

95(4), 492-527.<br />

Logan, G. D. (1992). Shapes of reaction-time distributions and shapes of learning curves:<br />

A test of the instance theory of automaticity. Journal of Experimental Psychology:<br />

Learning, Memory, and Cognition, 18, 883-914.<br />

Logan, G. D., Taylor, S. E., & Etherton, J. L. (1999). Attention and automaticity: Toward a<br />

theoretical integration. Psychological Research, 62, 165-181.<br />

MacCallum, R. C., & Austin, J. T. (2000). Applications of structural equation modeling in<br />

psychological research. Annual Review of Psychology, 31, 201-226.<br />

MacGilly, K. (1994). Classroom lessons: Integrating cognitive theory and classroom<br />

practice. Cambridge, MA: MIT Press.<br />

Maddox, W. T., & Ashby, F. G. (2004). Dissociating explicit and procedural-learning<br />

based systems of perceptual category learning. Behavioral Processes, 66, 309-332.<br />

Mandler, J. M. (2004). The fo<strong>und</strong>ations of mind. New York: Oxford University Press.<br />

Mayer, R. E., & Moreno, R. (2002). Animation as an aid to multimedia learning.<br />

Educational Psychology Review, 14(1), 87-99.<br />

McKendree, J. E., & Anderson, J. R. (1987). Frequency and practice effects on the<br />

composition of knowledge in LISP evaluation. In J. M. Caroll (Ed.), Cognitive<br />

aspects of human-computer interaction (pp. 236-259). Cambridge, MA: MIT Press.<br />

Medin, D. L. (1989). Concepts and conceptual structure. American Psychologist, 44(12),<br />

1469-1481.<br />

Medin, D. L., & Rips, L. J. (2005). Concepts and categories: Memory, meaning, and<br />

metaphysics. In K. J. Holyoak & R. G. Morrison (Eds.), The Cambridge handbook<br />

of thinking and reasoning. Cambridge: Cambridge University Press.<br />

Mervis, C. B., & Rosch, E. (1981). Categorization of natural objects. Annual Review of<br />

Psychology, 32, 89-115.<br />

Meyer, D. E., & Kieras, D. E. (1997). A computational theory of executive cognitive<br />

processes and multiple-task performance: Part 1. Basic mechanisms. Psychological<br />

Review, 104(1), 3-65.<br />

Miller, P. H., & Coyle, T. R. (1999). Developmental change: Lessons from microgenesis.<br />

In E. K. Scholnick & K. Nelson & S. A. Gelman & P. H. Miller (Eds.), Conceptual<br />

development: Piaget's legacy (pp. 209-239). Mahwah, NJ: Erlbaum.<br />

Mitchell, D. B. (1989). How many memory systems? Evidence from aging. Journal of<br />

Experimental Psychology: Learning, Memory, and Cognition, 15(1), 31-49.<br />

Mitchell, D. B., Brown, A. S., & Murphy, D. R. (1990). Dissociations between procedural<br />

and episodic memory: Effects of time and aging. Psychology and Aging, 5(2), 264-<br />

276.<br />

Morgan, H. (1997). cognitive styles and classroom learning. Westport, CO: Praeger.

Hurra! Ihre Datei wurde hochgeladen und ist bereit für die Veröffentlichung.

Erfolgreich gespeichert!

Leider ist etwas schief gelaufen!