Cognitive education and the cognitive domain

Instructional-Design Theories and Models: A New Paradigm of Instructional Theory

Volumn 2, Issue , 2013, Pages 51-68

  Reigeluth, Charles M ^a   Moore, Julie ^a  

^a INDIANA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85071126984     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410603784-9     Document Type: Chapter

References (10)

1. Anderson, J. R. (1976). Language, memory and thought. Hillsdale, NJ: Lawrence Erlbaum Associates.
2. Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
3. Ausubel, D. P. (1968). The psychology of meaningful verbal learning. New York: Grune & Stratton.
4. Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives. Handbook 1: Cognitive domain. New York: David McKay.
5. Gagne, R. M. (1985). The conditions of learning (4th ed.). New York: Holt, Rinehart, & Winston.
6. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
7. Merrill, M. D. (1983). Component display theory. In C. M. Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status (pp. 279-333). Hillsdale, NJ: Lawrence Erlbaum Associates.
8. Neves, D. M., & Anderson, J. R. (1981). Knowledge compilation: Mechanisms for the automatization of cognitive skills. In J. R. Anderson (Ed.), Cognitive skills and their acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates.
9. Reigeluth, C. M. (1983). Instructional-design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates.
10. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (Edited by M. Cole, V. John-Steiner, S. Scribner, & E. Souberman). Cambridge, MA: Harvard University Press.