Knowledge Representation, Content Specification, and the Development of Skill in Situation-Specific Knowledge Assembly; Some Constructivist Issues as They Relate to Cognitive Flexibility Theory and Hypertext.
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| Title: | Knowledge Representation, Content Specification, and the Development of Skill in Situation-Specific Knowledge Assembly; Some Constructivist Issues as They Relate to Cognitive Flexibility Theory and Hypertext. |
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| Language: | English |
| Authors: | Spiro, Rand J. |
| Source: | Educational Technology. Sep 1991 31(9):22-25. |
| Peer Reviewed: | N |
| Page Count: | 4 |
| Publication Date: | 1991 |
| Document Type: | Journal Articles Opinion Papers |
| Descriptors: | Behavioral Objectives, Computer Assisted Instruction, Computer System Design, Hypermedia, Instructional Design, Learning Processes, Skill Development |
| ISSN: | 0013-1962 |
| Abstract: | Expands on constructivist theories that were discussed in an earlier issue. Highlights include cognitive flexible theory; multiple knowledge representations; prespecification of knowledge; teaching content versus skill; and cognitive flexibility hypertexts (CFHs), including the kinds of knowledge domains for which they should be used and the learning objectives they are intended to foster. (11 references) (LRW) |
| Entry Date: | 1992 |
| Accession Number: | EJ433313 |
| Database: | ERIC |
| Abstract: | Expands on constructivist theories that were discussed in an earlier issue. Highlights include cognitive flexible theory; multiple knowledge representations; prespecification of knowledge; teaching content versus skill; and cognitive flexibility hypertexts (CFHs), including the kinds of knowledge domains for which they should be used and the learning objectives they are intended to foster. (11 references) (LRW) |
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| ISSN: | 0013-1962 |
