Dissociations, Developmental Psychology, and Pedagogical Design

Autor/in	Lillard, Angeline
Titel	Dissociations, Developmental Psychology, and Pedagogical Design
Quelle	In: Child Development, 77 (2006) 6, S.1563-1567 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2006.00959.x
Schlagwörter	Developmental Psychology; Cognitive Processes; Instructional Design; Children; Responses; Adults; Schemata (Cognition); Behavioral Science Research + Suchen Sie Ihr Suchwort? Entwicklungspsychologie; Cognitive process; Kognitiver Prozess; Lesson concept; Lessonplan; Unterrichtsentwurf; Child; Kind; Kinder; Cognition; Schema; Kognition
Abstract	Although dissociations in children's responses are sometimes about "getting it right" for an experimenter, they might also often reflect differences between conscious and subconscious processing that are not geared to correct performance. Research with adults also reveals many cases of dissociation, and adults can more easily be subjected to neuroimaging methods that might help shed light on dissociation. Finally, much of the research on dissociations shows that human cognition is optimized in some contexts over others. School environments often correspond to less optimizing contexts. Research on dissociation could be used to inform pedagogical design. (Author).
Anmerkungen	Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10