Search (5 results, page 1 of 1)

  • × language_ss:"e"
  • × theme_ss:"Information"
  • × type_ss:"a"
  • × year_i:[1980 TO 1990}
  1. Malsburg, C. von der: ¬The correlation theory of brain function (1981) 0.02 
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    Source
    http%3A%2F%2Fcogprints.org%2F1380%2F1%2FvdM_correlation.pdf&usg=AOvVaw0g7DvZbQPb2U7dYb49b9v_
  2. Davies, R.: Document, information or knowledge? : choices for librarians (1983) 0.02 
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  3. Repo, A.J.: ¬The dual approach to the value of information : an appraisal of use and exchange values (1989) 0.02 
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    Source
    Information processing and management. 22(1986) no.5, S.373-383
  4. Dervin, B.; Harlock, S.; Atwood, R.; Garzona, C.: ¬The human side of information : an exploration in a health communication context (1980) 0.02 
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  5. Dole, J.A.; Sinatra, G.M.: Reconceptualizing change in the cognitive construction of knowledge (1989) 0.00 
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    Abstract
    A major contribution of cognitive psychology has been the conceptualization of knowledge as memory representations in the form of scripts, frames, or schemata (Anderson & Pearson, 1984; Rumelhart & Ortony, 1977; Shank & Abelson, 1977; Spiro, 1980). Schemata are defined as "packets of integrated information on various topics" (Hunt, 1993 , p.530). Throughout the 1970s and 1980s, cognitive psychologists were interested in describing the nature of these packets of information. Spiro (1980 ) demonstrated the constructive and complex nature of schemata and highlighted contextual factors--including tasks, texts, and situational contexts--that influenced how knowledge is organized in memory. Recently, cognitive researchers have come to view knowledge and schemata as multidimensional (Jetton, Rupley, & Willson, 1995). For example, researchers have differentiated novice and experts' knowledge structures in subject-matter domains (Chase & Simon, 1973; Chi, Glaser, & Rees, 1982; Larkin, McDermott, Simon, & Simon, 1981; Voss, Greene, Post, & Penner, 1983). Researchers have examined discourse knowledge--knowledge about language and how it works (McCutchen, 1986). Another aspect of knowledge that has been extensively studied is strategic knowledge--knowledge about procedures for accomplishing a goal or task (Alexander & Judy, 1988; J. R. Anderson, 1983a; Prawat, 1989).

Authors