FITZ J TAYLOR
Biographic Data
| ID | 5709499 |
|---|---|
| NAME | FITZ J TAYLOR |
| GIVEN NAMES | FITZ J |
| FAMILY NAME | TAYLOR |
| SIGNATURE | TAYLOR F J |
| AFFILIATIONS | University of London |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1966 |
| LATEST PUBLICATION YEAR | 1991 |
| H-INDEX | 0 |
The Interplay of Knowledge and Abilities in the Processing of Text
S ummary . This study begins from a comparison of the information processing and the schema theories of learning, in an attempt to construct a more global explanation of cognitive processing. A comparison of a “schema” group of learners, that is, individuals with a well‐developed knowledge base about a particular topic, with a non‐schema group suggested that performance depends first on installing and drawing on the best available schema, and to …
The Effect of Learning Instruction on Motor and Verbal Responses in Recall
An experiment was designed to compare the effect of instruction (set) on verbal performance (recall) on the one hand and on overt behaviour (application) on the other. The experiment, using six groups of twenty subjects and three types of instruction procedures, showed that ( a ) a set‐to‐recall led to high recall‐scores but low application scores; ( b ) a set‐to‐apply led to high application‐scores and low recall‐scores; ( c ) most surprising of…
No prominent works on this page.
The Effect of Learning Instruction on Motor and Verbal Responses in Recall
An experiment was designed to compare the effect of instruction (set) on verbal performance (recall) on the one hand and on overt behaviour (application) on the other. The experiment, using six groups of twenty subjects and three types of instruction procedures, showed that ( a ) a set‐to‐recall led to high recall‐scores but low application scores; ( b ) a set‐to‐apply led to high application‐scores and low recall‐scores; ( c ) most surprising of…
The Interplay of Knowledge and Abilities in the Processing of Text
S ummary . This study begins from a comparison of the information processing and the schema theories of learning, in an attempt to construct a more global explanation of cognitive processing. A comparison of a “schema” group of learners, that is, individuals with a well‐developed knowledge base about a particular topic, with a non‐schema group suggested that performance depends first on installing and drawing on the best available schema, and to …
Cognition (2 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Psychology (2 works) · Cognitive science (1 works) · Communication in Education and Healthcare (1 works) · Developmental psychology (1 works) · Educational Strategies and Epistemologies (1 works) · Evaluation of Teaching Practices (1 works) · Free recall (1 works)