Joseph M Scandura
Biographic Data
| ID | 5180840 |
|---|---|
| NAME | Joseph M Scandura |
| GIVEN NAMES | Joseph M |
| FAMILY NAME | Scandura |
| SIGNATURE | SCANDURA J M |
| AFFILIATIONS | University of Pennsylvania |
| ORCID | 0000-0002-9525-143X |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1965 |
| LATEST PUBLICATION YEAR | 1984 |
| H-INDEX | 1 |
The Federal Role in Research Funding
Reconcilation of Cognitive Psychology and ATI Research
Structural approach to instructional problems
Structural approach to instructional problems
Women Individually and/or Collectively in Educational R & D
Conceptually Based Development and Evaluation of Individualized Materials for Critical Reading Based on Logical Inference
George F. Lowerre, Joseph M. Scandura, Conceptually Based Development and Evaluation of Individualized Materials for Critical Reading Based on Logical Inference, Reading Research Quarterly, Vol. 9, No. 2 (1973 - 1974), pp. 186-205
Learning Principles in Paired-Associate Lists
Learning rate and transfer to new stimuli requiring new responses, were found to vary directly with the number of instances (1, 2, 3, 6) of principles in a 12-pair list of paired associates. Also, a positive relationship was found between learning rate and transfer within the 6-instance condition
Advance Organizers in Learning Abstract Mathematics
The advent of modern mathematics, with its emphasis on the more abstract aspects of the subject, has forced the mathematics teacher to re-evaluate his methods of presentation. In teaching abstract mathematical material, one important variable is how the new material is introduced. Frequently, in the mathematics textbook or lesson, abstract material is introduced with a few paragraphs of history about the subject or its inventor, presumably to inc…
Rule Generality and Consistency in Mathematics Learning
In many instructional situations, the question often arises as to how general the presentation of material ought to be. Some proponents emphasize that the more general a principle the more useful it will be; others, that the more specific the principle, the better the learning. There is a real need to understand better the psychological principles involved, but previous studies dealing with rule (or principle)2 learning (e.g., Craig, 1956; Gagne …
Teaching—Technology or Theory
The choice suggested in the title, Teaching-Technology or Theory, in actuality, is non-existent. The act of teaching, being a practical endeavor with practical aims, is clearly not theory. Although there may be some question, at present, as to whether teaching is best viewed as an art or as a technology, this controversy also is more imagined than real. Since relatively little is formally known about classroom teaching, it must of necessity be co…
Teaching. Technology or Theory
Familiarization and Cue Selection
266 Ss were given seven different kinds of familiarization training with complex stimuli, each having only one discriminating attribute. Those familiarized with the stimuli used during PA learning had fewer learning errors than the controls. Although a significant over-all effect also was noted, sub-comparisons revealed that differential reinforcement of the discriminating stimulus cue, during familiarization, was superior to reinforcement of non…
Familiarization and One-Trial Learning
In each of two experiments 32 Ss were familiarized with a set of stimulus and response nonsense syllables and then learned a list of eight pairs. Each of four familiarity conditions (neither syllable, stimuli, responses, and both syllables) was represented in this list by two pairs, one learned under a repetition condition and the other under a nonrepetition condition. In Exp. 1 the pairs were presented for 2 sec. each; in Exp. 2 presentation was…
Advance Organizers in Learning Abstract Mathematics
The advent of modern mathematics, with its emphasis on the more abstract aspects of the subject, has forced the mathematics teacher to re-evaluate his methods of presentation. In teaching abstract mathematical material, one important variable is how the new material is introduced. Frequently, in the mathematics textbook or lesson, abstract material is introduced with a few paragraphs of history about the subject or its inventor, presumably to inc…
Familiarization and Cue Selection
266 Ss were given seven different kinds of familiarization training with complex stimuli, each having only one discriminating attribute. Those familiarized with the stimuli used during PA learning had fewer learning errors than the controls. Although a significant over-all effect also was noted, sub-comparisons revealed that differential reinforcement of the discriminating stimulus cue, during familiarization, was superior to reinforcement of non…
Familiarization and One-Trial Learning
In each of two experiments 32 Ss were familiarized with a set of stimulus and response nonsense syllables and then learned a list of eight pairs. Each of four familiarity conditions (neither syllable, stimuli, responses, and both syllables) was represented in this list by two pairs, one learned under a repetition condition and the other under a nonrepetition condition. In Exp. 1 the pairs were presented for 2 sec. each; in Exp. 2 presentation was…
Teaching—Technology or Theory
The choice suggested in the title, Teaching-Technology or Theory, in actuality, is non-existent. The act of teaching, being a practical endeavor with practical aims, is clearly not theory. Although there may be some question, at present, as to whether teaching is best viewed as an art or as a technology, this controversy also is more imagined than real. Since relatively little is formally known about classroom teaching, it must of necessity be co…
Teaching. Technology or Theory
Learning Principles in Paired-Associate Lists
Learning rate and transfer to new stimuli requiring new responses, were found to vary directly with the number of instances (1, 2, 3, 6) of principles in a 12-pair list of paired associates. Also, a positive relationship was found between learning rate and transfer within the 6-instance condition
Advance Organizers in Learning Abstract Mathematics
The advent of modern mathematics, with its emphasis on the more abstract aspects of the subject, has forced the mathematics teacher to re-evaluate his methods of presentation. In teaching abstract mathematical material, one important variable is how the new material is introduced. Frequently, in the mathematics textbook or lesson, abstract material is introduced with a few paragraphs of history about the subject or its inventor, presumably to inc…
Rule Generality and Consistency in Mathematics Learning
In many instructional situations, the question often arises as to how general the presentation of material ought to be. Some proponents emphasize that the more general a principle the more useful it will be; others, that the more specific the principle, the better the learning. There is a real need to understand better the psychological principles involved, but previous studies dealing with rule (or principle)2 learning (e.g., Craig, 1956; Gagne …
Conceptually Based Development and Evaluation of Individualized Materials for Critical Reading Based on Logical Inference
George F. Lowerre, Joseph M. Scandura, Conceptually Based Development and Evaluation of Individualized Materials for Critical Reading Based on Logical Inference, Reading Research Quarterly, Vol. 9, No. 2 (1973 - 1974), pp. 186-205
Women Individually and/or Collectively in Educational R & D
Structural approach to instructional problems
Structural approach to instructional problems
Reconcilation of Cognitive Psychology and ATI Research
The Federal Role in Research Funding
Psychology (12 works) · Mathematics education (8 works) · Computer Science (6 works) · Cognitive psychology (5 works) · Social Psychology (4 works) · Social Psychology (4 works) · Sociology (4 works) · Behavioral and Psychological Studies (3 works) · Epistemology (3 works) · Mathematics (3 works)