Search (1572 results, page 79 of 79)

  • × year_i:[1980 TO 1990}
  1. Foskett, D.J.: Classification and integrative levels (1985) 0.00 
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    Nachdruck des Originalartikels mit Kommentierung durch die Herausgeber
  2. Needham, R.M.; Sparck Jones, K.: Keywords and clumps (1985) 0.00 
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    Nachdruck des Originalartikels mit Kommentierung durch die Herausgeber
  3. Borko, H.: Research in computer based classification systems (1985) 0.00 
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    Nachdruck des Originalartikels mit Kommentierung durch die Herausgeber
  4. Kahn, P.: Making a difference : a review of the user interface features in six CD-ROM database products (1988) 0.00 
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  5. Ingwersen, P.: Search procedures in the library : analysed from the cognitive point of view (1982) 0.00 
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  6. Simmons, P.: Converting UNIMARC records to CCF (1989) 0.00 
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  7. Liebscher, P.; Marchionini, G.: Browse and analytical search strategies in a full-text CD-ROM encyclopedia (1988) 0.00 
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  8. Rolland-Thomas, P.; Mercure, G.: Subject access in a bilingual online catalogue (1989) 0.00 
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  9. ¬The impact of CD-ROM on library operations and universal availability of information : 11th International Symposium Essen, 1988. Festschrift in honour of Maurice B. Line (1989) 0.00 
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    Series
    Veröffentlichungen der Universitätsbibliothek Essen; 11
  10. Classification Research Group: ¬The need for a faceted classification as the basis of all methods of information retrieval (1985) 0.00 
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  11. Austin, D.; Digger, J.A.: PRECIS: The Preserved Context Index System (1985) 0.00 
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  12. 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).

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