| 000 | 01532 a2200313 4500 | ||
|---|---|---|---|
| 001 | 1138280844 | ||
| 005 | 20250317100415.0 | ||
| 008 | 250312042019GB eng | ||
| 020 | _a9781138280847 | ||
| 037 |
_bTaylor & Francis _cGBP 32.99 _fBB |
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| 040 | _a01 | ||
| 041 | _aeng | ||
| 072 | 7 |
_aJMR _2thema |
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| 072 | 7 |
_aJNC _2thema |
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| 072 | 7 |
_aJMRL _2bic |
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| 072 | 7 |
_aJNC _2bic |
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| 072 | 7 |
_aPSY008000 _2bisac |
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| 072 | 7 |
_aEDU009000 _2bisac |
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| 072 | 7 |
_aPSY000000 _2bisac |
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| 072 | 7 |
_a370.15 _2bisac |
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| 100 | 1 | _aRichard C. Anderson | |
| 245 | 1 | 0 | _aSchooling and the Acquisition of Knowledge |
| 250 | _a1 | ||
| 260 |
_aOxford _bRoutledge _c20191008 |
||
| 300 | _a460 p | ||
| 520 | _bOriginally published in 1977, this book reports the proceedings of a conference sponsored by the Navy Personnel Research and Development Center. The one common thread running through all of the formal papers and dialogue was that the knowledge a person already possesses is the principal determiner of what that individual can learn from an educational experience. These questions were addressed: How is knowledge organized? How does knowledge develop? How is knowledge retrieved and used? What instructional techniques promise to facilitate the acquisition of new knowledge? The kinds of answers provided are characterized by their as well as by their specificity. Accordingly, the volume should be of interest to both the generalist and the specialist. | ||
| 700 | 1 |
_aRand J. Spiro _4B01 |
|
| 700 | 1 |
_aWilliam E Montague _4B01 |
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| 999 |
_c2815 _d2815 |
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