James E O'Connor
Biographic Data
| ID | 3655587 |
|---|---|
| NAME | James E O'Connor |
| GIVEN NAMES | James E |
| FAMILY NAME | O'Connor |
| SIGNATURE | CONNOR J E O |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 1991 |
| H-INDEX | 0 |
Problem‐solving Subgroups as a Measure of Intellectual Giftedness
S ummary . Within a framework that views intelligence in terms of expert/novice representations, empirically derived subgroups of children were compared on problem‐solving tasks. Subgroups were determined through a hierarchical cluster analysis of “think aloud” protocols. Protocols were analysed at two levels: (a) grouping of subroutines that function as heuristic processes, and (b) grouping of subroutines that function as strategies. One subgrou…
An Information Processing Analysis of Expert and Novice Teachers' Problem Solving
The present study examines the possible qualitative differences between expert and novice teachers in their think aloud protocols related to solving classroom discipline problems. Expert and novice teachers were presented vignettes, under two instructional conditions—directive and nondirective—and were asked to "think aloud" as they were solving problems. Data from the think aloud protocols indicated that, in the absence of directive instructions…
No prominent works on this page.
An Information Processing Analysis of Expert and Novice Teachers' Problem Solving
The present study examines the possible qualitative differences between expert and novice teachers in their think aloud protocols related to solving classroom discipline problems. Expert and novice teachers were presented vignettes, under two instructional conditions—directive and nondirective—and were asked to "think aloud" as they were solving problems. Data from the think aloud protocols indicated that, in the absence of directive instructions…
Problem‐solving Subgroups as a Measure of Intellectual Giftedness
S ummary . Within a framework that views intelligence in terms of expert/novice representations, empirically derived subgroups of children were compared on problem‐solving tasks. Subgroups were determined through a hierarchical cluster analysis of “think aloud” protocols. Protocols were analysed at two levels: (a) grouping of subroutines that function as heuristic processes, and (b) grouping of subroutines that function as strategies. One subgrou…
Cognitive psychology (2 works) · Computer Science (2 works) · Psychology (2 works) · Artificial Intelligence (1 works) · Artificial Intelligence (1 works) · Attribution (1 works) · Cognition (1 works) · Cognitive Abilities and Testing (1 works) · Developmental psychology (1 works) · Education and Learning Interventions (1 works)