Lisa Huffman
Dados Biográficos
| ID | 5804176 |
|---|---|
| NOME | Lisa Huffman |
| PRENOMES | Lisa |
| SOBRENOME | Huffman |
| ASSINATURA | HUFFMAN L |
| AFILIAÇÕES | Texas Woman's University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAÇÕES | 2 |
| TOTAL COMO AUTOR | 2 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1999 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2021 |
| ÍNDICE H | 1 |
Augmented reality for ESL/EFL and bilingual education
In recent decades, educational technologies have enabled new opportunitiesfor teaching and learning on a recurrent basis. In contemporary educationalcontexts, which are mainly oriented towards active methodologies and studentcentered approaches, educational technologies have led to a significantbreakthrough in education. Among emergent educational technologies, it isinteresting to specifically highlight the current importance of Augmented Reality…
Developmental and intellectual differences in self-report and strategy use
The veridicality and reactivity of children's self-report of covert and overt memory strategies were investigated in a task allowing a direct comparison of self-report and the strategy observed. External memory strategies (e.g., moving objects) were investigated with 7-, 9-, 11-, and 17-year-old typical children and 11- and 17-year-old children with mild mental retardation. Participants placed objects in specified spatial locations after hearing …
Developmental and intellectual differences in self-report and strategy use
The veridicality and reactivity of children's self-report of covert and overt memory strategies were investigated in a task allowing a direct comparison of self-report and the strategy observed. External memory strategies (e.g., moving objects) were investigated with 7-, 9-, 11-, and 17-year-old typical children and 11- and 17-year-old children with mild mental retardation. Participants placed objects in specified spatial locations after hearing …
Developmental and intellectual differences in self-report and strategy use
The veridicality and reactivity of children's self-report of covert and overt memory strategies were investigated in a task allowing a direct comparison of self-report and the strategy observed. External memory strategies (e.g., moving objects) were investigated with 7-, 9-, 11-, and 17-year-old typical children and 11- and 17-year-old children with mild mental retardation. Participants placed objects in specified spatial locations after hearing …
Augmented reality for ESL/EFL and bilingual education
In recent decades, educational technologies have enabled new opportunitiesfor teaching and learning on a recurrent basis. In contemporary educationalcontexts, which are mainly oriented towards active methodologies and studentcentered approaches, educational technologies have led to a significantbreakthrough in education. Among emergent educational technologies, it isinteresting to specifically highlight the current importance of Augmented Reality…
Psychology (2 obras) · Adolescent development (1 obras) · Augmented reality (1 obras) · Augmented Reality Applications (1 obras) · Bilingual education (1 obras) · Child and Animal Learning Development (1 obras) · Cognition (1 obras) · Cognitive psychology (1 obras) · Computer Science (1 obras) · Covert (1 obras)