Literaturnachweis - Detailanzeige
Autor/in | Whitman, Thomas L. |
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Titel | Self-Instruction, Individual Differences, and Mental Retardation. |
Quelle | In: American Journal of Mental Deficiency, 92 (1987) 2, S.213-23 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Cognitive Processes; Elementary Secondary Education; Individual Differences; Instructional Effectiveness; Learning Strategies; Mental Retardation; Metacognition; Preschool Education; Teaching Methods; Theories Cognitive process; Kognitiver Prozess; Individueller Unterschied; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Geistige Behinderung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Pre-school education; Vorschulerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie |
Abstract | A general theoretical framework to guide research on self-instructional training was presented which suggests that the approach is particularly useful to young nonretarded children and mentally retarded persons. Retarded children taught to self-instruct show better attention, memory, and motivation and manifest less impulsive behavior, maladaptive perseveration, and field dependency. (Author/DB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |