Perspectives on thinking, learning, and cognitive styles.

Sonst. Personen	Sternberg, Robert J. (Hrsg.); Li-fang Zhang (Hrsg.)
Titel	Perspectives on thinking, learning, and cognitive styles.
Quelle	Mahwah, NJ u.a.: Erlbaum (2001), X, 276 S.Verfügbarkeit
Reihe	Educational psychology
Beigaben	grafische Darstellungen; Register 2
Zusatzinformation	Verlagsangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8058-3430-3; 0-8058-3431-1
Schlagwörter	Empirische Forschung; Denken; Kognitive Entwicklung; Kognitiver Prozess; Australien; Denken; Lernen; Hochschule; Lerntheorie; Kognitive Entwicklung; Kognitiver Prozess; Empirische Forschung; Lernen; Lerntheorie; Hochschule; Australien
Abstract	This volume presents the most comprehensive, balanced, and up-to- date coverage of theory and research on cognitive, thinking, and learning styles, in a way that represents diverse theoretical perspectives; includes solid empirical evidence testing the validity of these perspectives; and shows the application of these perspectives to school situations as well as situations involving other kinds of organizations. ... The book's central premise is that cognitive, learning, and thinking styles are not abilities, but rather preferences in the use of abilities. Traditionally, [one] believed that people's successes and failures are attributable mainly to individual differences in abilities. However, ... research on the roles of thinking, learning, and cognitive styles in performance within both academic and nonacademic settings has indicated that they account for individual differences in performance that go well beyond abilities. New theories better differentiate styles from abilities and make more contact with other psychological literatures; recent research, in many cases, is more careful and conclusive than are some of the older studies. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)