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  • 1
    Electronic Resource
    Electronic Resource
    Syntactic/semantic interactions in programmer behavior: A model and experimental results (1979)
    Springer
    International journal of parallel programming 8 (1979), S. 219-238 
    Details
    ISSN: 1573-7640
    Keywords: Programming ; programming languages ; cognitive models ; program composition ; program comprehension ; debugging ; modification ; learning ; education ; information processing
    Source: Springer Online Journal Archives 1860-2000
    Topics: Computer Science
    Notes: Abstract This paper presents a cognitive framework for describing behaviors involved in program composition, comprehension, debugging, modification, and the acquisition of new programming concepts, skills, and knowledge. An information processing model is presented which includes a long-term store of semantic and syntactic knowledge, and a working memory in which problem solutions are constructed. New experimental evidence is presented to support the model of syntactic/semantic interaction.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00977789
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    Paper (German National Licenses)
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  • 2
    Electronic Resource
    Electronic Resource
    The sequencing of instruction and the concept of assimilation-to-schema (1977)
    Springer
    Instructional science 6 (1977), S. 369-388 
    Details
    ISSN: 1573-1952
    Source: Springer Online Journal Archives 1860-2000
    Topics: Education
    Notes: Abstract The concept of assimilation-to-schema proposes that learning depends on three conditions: (1) the reception of the to-be-learned material, (2) the availability of a cognitive structure to which the new material may be assimilated, (3) the activation of the structure during learning. The concept provides weak (i.e., concerning amount of learning) and strong (i.e. concerning the structure of learning outcomes) predictions with respect to the effects of sequencing of instruction, ordering of instruction and organization of instruction. The present review demonstrates that studies of the role of instructional sequencing provide an important test of the assimilation-to-schema theory, and that many apparent inconsistencies in the literature may be better understood by an analysis of the internal assimilation process.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00121548
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    Paper (German National Licenses)
    Fulltext
  • 3
    Electronic Resource
    Electronic Resource
    Twenty years of research on advance organizers: Assimilation theory is still the best predictor of results (1979)
    Springer
    Instructional science 8 (1979), S. 133-167 
    Details
    ISSN: 1573-1952
    Source: Springer Online Journal Archives 1860-2000
    Topics: Education
    Notes: Abstract Forty-four published research studies involving advance organizers were reviewed. Twenty-seven studies included an advance organizer vs. a control group (standard advance organizer study) and 17 studies included an advance organizer vs. a post organizer group (modified advance organizer study). Results of the studies were compared to the predictions of several theories. In addition, four specific predictions of assimilation theory were evaluated: that advance organizers should have a stronger effect for poorly organized text than for well organized text, that advance organizers should have a stronger positive effect for learners lacking prerequisite knowledge, that advance organizers should have a stronger effect for learners lacking prerequisite abilities, and that advance organizers should have an especially strong effect on measures of transfer rather than retention.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00117008
    Library Location Call Number Volume/Issue/Year Availability
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    Paper (German National Licenses)
    Fulltext
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