Shelagh Crooks
Biographic Data
| ID | 5723083 |
|---|---|
| NAME | Shelagh Crooks |
| GIVEN NAMES | Shelagh |
| FAMILY NAME | Crooks |
| SIGNATURE | CROOKS S |
| AFFILIATIONS | St. Mary's University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 0 |
Course Design in Religious Studies: An Experiment in Metacognitive Education
Metacognitive reflection on the process of thinking is widely believed to be an essential ingredient in successful learning. Students who are metacognitively aware of how they are processing new information are better able to take strategic control over their learning. They are able to plan, monitor, evaluate, and even revise their thinking when it is called for. In this paper, we seek to answer the question: How can educators promote the develop…
Hume, Images, and the Mental Object Problem
L'idée que les images mentales sont des tableaux ou des objets dans l'esprit joue un rôle extrêmement important dans la conception que David Hume se fait de l'esprit et dans sa doctrine générate quant à la nature de la pensée. La question que veut explorer le présent article est la suivante : la doctrine humienne des images mentales comme objets-dans-l'esprit est-elle viable? On soutiendra qu'une défense très forte de la conception de Hume peut ê…
No prominent works on this page.
Hume, Images, and the Mental Object Problem
L'idée que les images mentales sont des tableaux ou des objets dans l'esprit joue un rôle extrêmement important dans la conception que David Hume se fait de l'esprit et dans sa doctrine générate quant à la nature de la pensée. La question que veut explorer le présent article est la suivante : la doctrine humienne des images mentales comme objets-dans-l'esprit est-elle viable? On soutiendra qu'une défense très forte de la conception de Hume peut ê…
Course Design in Religious Studies: An Experiment in Metacognitive Education
Metacognitive reflection on the process of thinking is widely believed to be an essential ingredient in successful learning. Students who are metacognitively aware of how they are processing new information are better able to take strategic control over their learning. They are able to plan, monitor, evaluate, and even revise their thinking when it is called for. In this paper, we seek to answer the question: How can educators promote the develop…
Artificial Intelligence (1 works) · Artificial Intelligence (1 works) · Categorization, perception, and language (1 works) · Child and Animal Learning Development (1 works) · Class (philosophy (1 works) · Cognition (1 works) · Computer Science (1 works) · Control (management (1 works) · Doctrine (1 works) · Education and Critical Thinking Development (1 works)