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題名：認知能力與認知型態個別差異現象之探討
書刊名：教育學刊
作者：吳裕益 引用關係
出版日期：1987
卷期：7
頁次：頁300-253
主題關鍵詞：認知型態；認知能力
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(25) 博士論文(4) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:24
  • 共同引用共同引用:16
  • 點閱點閱:246
期刊論文
1.Spicker, H. H.(1971)。Intellectual development through early childhood education。Exceptional Children，37(9)，629-640。  new window
2.Witkin, H. A.(1967)。A Cognitive Style Approach to Cross Cultural Research。International Journal of Psychology，2(4)，233-250。  new window
3.林生傳(19840200)。高中生「形地辨析型」與「形地混同型」之認知式態及其與教育、職業興趣成就的關係。教育學刊，5，255-286。new window  延伸查詢new window
4.Bernstein, B.(1960)。Language and social class。British Journal of Sociology，11，271-276。  new window
5.林生傳(19821000)。認知式態研究：國小高年級學生的「慎思細緻型」與「巧思粗率型」之認知式態相關因素及其在班級社會體系的效應。教育學刊，4，214-244。new window  延伸查詢new window
6.Skeels, H. M.(1966)。Adult Status of Children with Contrasting Early Life Experiences: A Follow-Up Study。Monographs of the Society for Research in Child Development，31(3)=105，1-65。  new window
7.Williams, R. L.(1970)。Black pride, academic relevance, and individual achievement。Counseling Psychologist，2，18-22。  new window
8.吳幼妃(19840200)。大學生認知型式、創造性人格與創造傾向關係之研究。教育學刊，5，195-224。new window  延伸查詢new window
9.Messer, S. B.(1970)。Reflection-impulsivity: Stability and school failure。Journal of Educational Psychology，61，487-490。  new window
10.Smith, C. P.(1964)。Relationships between achievement-related motives and intelligence, Performance level, and persistence。Journal of Abnormal and Social Psychology，68，523-532。  new window
11.Ramirez, M.、Price-Williams, D. R.(1974)。Cognitive Styles of Children of Three Ethnic Groups in the United States。Journal of Cross-Cultural Psychology，5，212-219。  new window
12.簡茂發(1980)。熟悉圖形配對測驗簡介。測驗與輔導，9(5)，688。  延伸查詢new window
13.曾瑞真(19840100)。嵌圖測驗（GEFT）的理論及其應用。測驗年刊，31，83-89。new window  延伸查詢new window
14.BLOOM, B. S.(1969)。Replies to Dr. Jensen's article。ERIC Clearinghouse on Early Childhood Education，3，50。  new window
15.COHEN, R. A.(1969)。Conceptual styles, culture conflict and nonverbal tests of intelligence。American Anthropologist，71，828-856。  new window
16.ERLENMEYER-KIMMLNG, L.、JARVIK, L. F.(1963)。Genetics and intelligence: A review。Science，142，1477-1478。  new window
17.GAGH, N. L.(1972)。IQ, heritability, race differences, and educational research。The Phi Delta Kappan，53，308-312。  new window
18.HERRNSTEIN, R.(1971)。IQ。The Atlantic，228，43-64。  new window
19.HONZIK, M. P.(1967)。Environmental correlates of mental growth: Prediction from the family setting at 21 months。Child Development，36，337-364。  new window
20.Kagan, J.(1965)。Reflection-impulsivity and reading ability in Primary grade children。Child Development，36，609-628。  new window
21.KAGAN, J.、PEARSON, L.、WELCH, L.(1966)。Conceptual Impulsivity and Inductive Reasoning。Child Development，37，583-594。  new window
22.KAGAN, J.(1966)。Understanding the psychology of mental growth。Grade Teacher Magazine，79+123-130。  new window
23.KAGAN, J.(1969)。Check one: Male, female。Psychology Today，3(2)，39-41。  new window
24.Kagan, J.、Rosman, B. L.、Day, D.、Albert, J.、Phillips, W.(1964)。Information processing in the child: Significance of analytic and reflective attitudes。Psychological Monographs: General and Applied，78(1)=578，1-37。  new window
25.MERCER, J. R.(1971)。Sociocultural factors in labeling mental retardates。Peabody Journal of Education，48，188-203。  new window
26.REISSMAN, F.(1964)。The stategy of style。Teachers College Record，65，484-495。  new window
27.ROHWER, W. D.(1971)。Learning, race, and school success。Review of Educational Research，41，191-210。  new window
28.SHOCKLEY, W.(1971)。Negro IQ deficit: Failure of a "malicious coincidence" model warrants new research proposals。Review of Educational Research，41，227-248。  new window
29.Tarver, S. G.、Dawson, M. M.(1978)。Modality Preferences and the teaching of reading: A review。Journal of Learning Disabilities，11，17-29。  new window
30.Williams, R. L.(1970)。Danger: Testing and Dehumanizing Black Children。Clinical Child Psychology Newsletter，9，5-6。  new window
31.Guilford, J. P.(1959)。Three faces of intellect。American Psychologist，14(8)，469-479。  new window
會議論文
1.Witkin, H. A.、Moore, C. A.(1974)。Cognitive style and the teaching learning process。The Annual Meeting of the American Educational Research Association。Chicago, Illinois。  new window
圖書
1.Ramirez, M.、Castaneda, A.(1974)。Cultural Democracy, Bicognitive Development, and Education。New York：Academic Press。  new window
2.Mouly, G. J.(1973)。Psychology for Effective Teaching。New York：Holt, Rinehart & Wiston。  new window
3.Neill, A. S.(1960)。Summerhill。New York：Hart。  new window
4.Holt, J.(1964)。How children fail。New York, NY：Pitman。  new window
5.Thorndike, E. L.(1927)。The Measurement of Intelligence。New York：Bureau of Publications, Teacher's College, Columbia University。  new window
6.Bloom, B. S.(1964)。Stability and Change in Human Characteristics。New York：John Wiley and Sons。  new window
7.吳靜吉(1975)。藏圖測驗。臺北：遠流出版社。  延伸查詢new window
8.Ausubel, David P.、Robinson, Floyd G.(1969)。School learning: an introduction to educational psychology。New York：Holt, Rinehart & Winston。  new window
9.Newman, H. H.、Freeman, F. N.、Holzinger, K. J.(1937)。Twins: A study of heredity and environment。Chicago：University of Chicago Press。  new window
10.Moursund, J. P.(1976)。Learning and the learner。Monterey, California：Brooks/Cole publishing company。  new window
11.Barbe, W. B.、Swassing, R. H.(1979)。Teaching through modality strengths: Concepts and practices。Columbus, Ohio：Zaner-Bloser。  new window
12.DECHANT, E. V.、SMITH, H. P.(1977)。Psychology in teaching reading。Englewood Cliffs, NJ：Prentice-Hall。  new window
13.DECHARMS, R.(1976)。Enhancing motivation: Change in the classroom。New York：Irving。  new window
14.DEHIRSCH, K.、JANSKY, J.、LANGFORD, W. S.(1966)。Predicting reading failure。New York：Harper & Row。  new window
15.Dewbo, M. H.(1981)。Teaching for learning。California：Goodyear Publishing company, Inc。  new window
16.DIVESTA, F. J.、THOMPSON, G. G.(1970)。Educational psychology。New York：Appleton-Century-Crofts。  new window
17.DUNN, R.、DUNN, K.(1972)。Practical approaches to individualizing instruction。West Nyack, NY：Parker。  new window
18.EYSENCK, H. J.(1971)。The IQ argument。New York：The Library Press。  new window
19.HUNT, D. E.、SULLIVAN, E. V.(1974)。Between psychology and education。Hinsdale, Illinois：Dryden Press。  new window
20.Jencks, C. S.(1972)。Inequality: A Reassessment of the Effect of Family and Schooling in America。New York：Basic Books。  new window
21.MEEKER, M. N.(1969)。The structure of intellect: Its interpretations and uses。Columbus, Ohio：Merrill。  new window
22.MUELLER, R. J.(1974)。Principles of classroom learning and Perception。New York：Praeger。  new window
23.STEPHENS, M. J.、EVANS, E. D.(1973)。Development and classroom learning。New York：Holt, Rinehart and Winston。  new window
24.Skeels, H. M.、Updegraff, R.、Wellman, B. L.、Williams, H. M.(1938)。A study of environmental stimulation: An Orphanage preschool project。Des Moines：University of Iowa Studies in Child Welfare。  new window
25.TERMAN, L. M.、ODEN, M.(1925)。Mental and physical traits of a thousand gifted children。Stanford, Calif：Stanford University Press。  new window
26.WITKIN, H. A.(1973)。The role of cognitive style in academic performance and in teacher-student relations。Princeton, NJ：Educational Testing Service。  new window
27.Thurstone, L. L.(1938)。Primary mental abilities。University of Chicago Press。  new window
28.Hunt, J. McVicker(1961)。Intelligence and Experience。Ronald Press。  new window
圖書論文
1.Sigel, I. E.、Coop, R. H.(1974)。Cognitive style and classroom practice。Psychological concepts in the classroom。New York, NY：Harper and Row。  new window
2.BISSF, L. J.、WHITE, S.、ZIVIN, G.(1971)。Sensory modalities in children's learning。Psychology and educational practice。Glenview, Illinois：Scott, Foresman。  new window
3.Kogan, N.(1971)。Educational implications of cognitive style。Psychology and educational Practice。Glenview, Illinois：Scott, Foresman。  new window
4.SHUMSKY, A.(1968)。Individual Differences in Learning styles。In search of teaching style。New York：Appleton-Century-Crofts。  new window
5.TERMAN, L. M.、ODEN, M.(1954)。Genetic studies of genius: The gifted group at mid-life。Thirty-five year's follow-up of the superior child。Stanford, Calif：Stanford University Press。  new window
 
 
 
 
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