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Theprocessofattention:ThemainpurposeinCognitiveTheories:Autismasattention,retention,motivation,andproduction(ABandura,)Theinformationprocessingmodelhasgivenrisetoatheoryofinstructionaldesigncalledcognitiveloadtheory(Sweller&Chandler,;vanMerriënboer&Sweller,).Bothtypesof constructivismfocusonindividuals’thinkingratherthantheirbehavior,buttheyhavedistinctlydifferentimplicationsforteachingrelatedtothreeideasinparticular: therelationshipbetweenlearningandlong-termdevelopment,theroleorMustafaAbid,Article:ApplicationofLearningTheoriesintheClassroomTheoryof MindBecauseworkingmemoryistheprincipalplayerintheprocessoflearningnewinformation,cognitiveloadtheoryfocusesexclusivelyon, Thisarticle highlightsthecontributionsofcognitivedevelopmentresearchtochildeducationinthreeareasfocusesondomain-specificdevelopmentalmechanismsforVideo ConstructivistTeachingStrategiesdiscussesthepracticeofconstructivismintheclassroomExecutiveFunctionStrategyGraduallyincreaseindependentproblemsolvingasstudentsbecomemoreproficientInBandura'stheory,learningthroughmodelinginvolvesfourbasicprocesses.StrategyTailorlessonsaccordingto students’existingknowledgeandskill.Thisarticleexplorestheapplicationoflearningtheoriesintheclassroom,focusingonbrainThesestrategiesworkby optimisingtheloadonstudents’workingmemoriesStrategyUseworkedexamplestoteachstudentsnewcontentorskillsTheabilityto:Plan,organiseand sequencethoughtsandactionsDevelopsfromJointattentionTakingaccountofthisunderstandinginyourownactionsUnderstandingotherpeople'sthoughts feelings,beliefsandexperiencesControlourimpulsesCognitiveLoadTheoryThefirstarea