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Charles J. Brainerd 《Contemporary educational psychology》1978,3(1):37-50
The foundations of the cognitive-developmental curriculum movement are briefly examined in this paper. The key features of this movement are the recommendations it makes in three areas: curriculum sequencing, curriculum content, and teaching strategies. Each of these areas is critically examined. It is concluded that the grounds for all proposals are purely theoretical. When the data are considered, they either contradict specific proposals or provide no direct evidence. 相似文献
203.
From theory to policy decisions 总被引:3,自引:3,他引:0
Charles F. Hoban 《Educational technology research and development : ETR & D》1965,13(2):121-139
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Charles F. Carter 《Higher Education Quarterly》1966,20(4):381-388
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Don C Charles 《Contemporary educational psychology》1976,1(1):76-88
A historical review of educational psychology might improve understanding of current status and problems. Before American development of the field, the Greeks, Juan Vives in the 16th century, and Pestalozzi and Herbart in the 19th century applied psychological views to educational problems. Despite the absence of scientific psychology in 19th century America, normal schools offered courses purporting to be psychological in content; these courses were supported by textbooks on the subject. James began, and Thorndike developed, the discipline that by the mid-1920s had assumed much of its current form. Journals and academic departments appeared in the first quarter of the century also. The continuing search through the middle of the century for a satisfying professional organization reflected educational psychology's difficulties in establishing an identity. It is not clear even today that the field has “crystallized,” as one writer described it in the 1920s. 相似文献
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CR Duffy D Stewart F Pecoraro PE Riches D Farina A Macaluso 《Journal of sports sciences》2012,30(12):1311-1321
Abstract To investigate the effects of ageing on the neural control strategies governing sprint cycling on a friction-loaded cycle-ergometer, 10 older (aged 70-83yr) and 8 young (aged 19-35yr) healthy women completed seven 6-s all-out cycling trials against varying loads. Root mean square (RMS), median frequency and muscle fibre conduction velocity were determined from the vastus lateralis of the dominant limb during each pedal stroke. Peak power was 43% lower in the older group compared to the younger (p?0.001) and was accompanied by a significantly lower RMS (p?0.05). No differences were observed in the other electromyography (EMG) parameters between the groups (p?>?0.05). ΔRMS from the first to the sixth second during each trial was found to increase significantly with the development of power output in both groups (p?0.05). For the first time during an all-out 6-s cycle trial, it has been demonstrated that older women's lower mechanical power output was accompanied by a significantly lower RMS, which indicates a decline in either the number of active of motor units or a reduced discharge rate. Hence, changes in motor units can be regarded as a contributory factor to the decline of muscle power with advancing age. Overall, though, similar neural strategies are adopted in both younger and older populations. 相似文献
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