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Auteur
Nom
SHAYER, Michael
Commentaire
King’s College, University of London, Cambridge, UK Données: 2006
Enregistrements liés (50 derniers)
Informations liées
Chapitre : Neo-Piagetian theories and educational practice
Article : An exploration of long-term far-transfer effects following an extended intervention program in the high school science curriculum
Article : How can we use the literature with students in school in mind?
Livre/brochure : Adolescent development and school science
Livre/brochure : Towards a science of science teaching: Cognitive development and curriculum demand
Livre/brochure : Really raising standards: Cognitive intervention and academic achievement
Article : Thirty years on – a large anti-Flynn effect? : the Piagetian test "Volume & Heaviness" norms 1975–2003 / Michael Shayer, Denise Ginsburg and Robert Coe
Correspondance : Cher Maître, I have the doubtful honour [...]
Article : Not just Piaget; not just Vygotsky, and certainly not Vygotsky as alternative to Piaget
Article : Relations between speed, working memory, and intelligence from preschool to adulthood: structural equation modeling of 14 studies
Article : The developmental trinity of mind: cognizance, executive control, and reasoning
Article : Accelerating the development of formal thinking in middle and high school students IV: Three years after a two-year intervention
Article : Piaget: Only the Galileo of cognitive development?: Comment on Niaz and Lawson on genetic epistemology
Chapitre : Formal operations: Its validitiy and application to science learning
Chapitre : Hewers of wood and drawers of water? or populations in change?
Chapitre : Cognitive acceleration: The effects of two years of intervention in science classes
Chapitre : The structure and scaling of concrete operational thought: Three studies in four countries
Chapitre : Piaget and Vygotsky: A necessary marriage for effective educational intervention
Article : Accelerating the development of formal thinking in middle and high school students
Article : Sex-related differences on a task of volume and density
Article : Accelerating the development of formal thinking in middle and high school students III: Testing the permanency of effects
Article : Accelerating the development of formal thinking in middle and high school students II: Postproject effects on science achievement
Article : Enhancing high school students' achievement in chemistry through a thinking skills approach
Article : IQ decline and Piaget: does the rot start at the top?
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