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Textbook Notes for johnmighton

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UTSGVIC363H1johnmightonWinter

VIC363H1 Chapter 2: The Expert Mind

OC4415152 Page
19 Apr 2016
9
Apperception: rapid, knowledge-guided perception: can be seen in experts in other fields. Tracking skill increases from childhood onward, rising in a l
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UTSGVIC363H1johnmightonWinter

VIC363H1 Chapter Notes - Chapter 7: Neuroimaging, Educational Neuroscience, Elementary Arithmetic

OC4415155 Page
19 Apr 2016
10
Why mental arithmetic counts: brain activation during single digit arithmetic. Gavin r. price, michele m. m. mazzocco, and daniel ansari- Relative enga
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UTSGVIC363H1johnmightonWinter

VIC363H1 Chapter Notes - Chapter 6: Alternative Hypothesis

OC4415154 Page
19 Apr 2016
7
Children"s acquisition of fraction knowledge from concrete versus generic. Those who learned with the generic materials scored higher on learning and t
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UTSGVIC363H1johnmightonWinter

VIC363H1 Chapter Notes - Chapter 1: Random Assignment, Robert Slavin

OC4415152 Page
19 Apr 2016
31
Evidence-based reform: protects public from ineffective innovations, creates a dynamic of progressive improvement. Practice of education = same pre-sci
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UTSGVIC363H1johnmightonWinter

VIC363H1 Chapter Notes - Chapter 2: Observer-Expectancy Effect, Selection Bias, Randomized Controlled Trial

OC4415154 Page
19 Apr 2016
6
Carole j. torgerson and david j. torger- son - Dominant paradigm in educational research = based on qualitative. Important questions about outcomes in
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UTSGVIC363H1johnmightonWinter

VIC363H1 Chapter Notes - Chapter 4: Cognitive Load, Cognitive Architecture, Long-Term Memory

OC4415157 Page
19 Apr 2016
9
Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquir
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UTSGVIC363H1johnmightonWinter

VIC363H1 Chapter Notes - Chapter 1: Heredity, Epigenome

OC4415152 Page
19 Apr 2016
22
2 kinds of ignorance: a destructive one and a healthy one: destructive form = says that there are fundamental inborn differences between people. Leads
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UTSGVIC363H1johnmightonWinter

VIC363H1 Chapter Notes - Chapter 2: Alternative Education, Statistical Significance, Size Small

OC4415154 Page
19 Apr 2016
12
Syntheses are intended to communicate evidence to educators making real- life choices among programs or practices. Syntheses do not rate the overall qu
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UTSGVIC363H1johnmightonWinter

VIC363H1 Chapter Notes - Chapter 4: Discovery Learning, Direct Instruction, Cognitive Load

OC4415159 Page
19 Apr 2016
13
Outcomes were favorable for explicit instruction when compared with unassisted discovery under most conditions. However, outcomes were favorable for en
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UTSGVIC363H1johnmightonWinter

VIC363H1 Chapter Notes - Chapter 8: Critical Role

OC4415157 Page
19 Apr 2016
9
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UTSGVIC363H1johnmightonWinter

VIC363H1 Chapter Notes - Chapter 8: Mindset

OC4415153 Page
19 Apr 2016
14
A focus on effort not intelligence or ability is key to success in school and in life. Young people who believe that their intelligence alone will enab
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