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In order to learn = how the sequence...

Ritter, Frank E.

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In order to learn = how the sequence of topics influences learning /

Record Type:	Electronic resources : Monograph/item
Title/Author:	In order to learn/ edited by Frank E. Ritter ... [et al.].{me_controlnum}
Reminder of title:	how the sequence of topics influences learning /
other author:	Ritter, Frank E.
Published:	New York ;Oxford University Press, : 2007.,
Description:	1 online resource (xvi, 238 p.) :ill.
Subject:	Learning, Psychology of. -
Online resource:	http://dx.doi.org/10.1093/acprof:oso/9780195178845.001.0001
ISBN:	9780199893751 (ebook) :

In order to learn = how the sequence of topics influences learning /
In order to learnhow the sequence of topics influences learning /[electronic resource] :edited by Frank E. Ritter ... [et al.].{me_controlnum} - New York ;Oxford University Press,2007. - 1 online resource (xvi, 238 p.) :ill. - Oxford series on cognitive models and architectures. - Oxford series on cognitive models and architectures..

Includes bibliographical references and index.

The order that material, for both facts and skills, is presented or explored by a learner can strongly influence what is learned how fast performance increases, and sometimes, even that the material is learned at all. This text argues that these effects are more pervasive and important than they have been treated.

ISBN: 9780199893751 (ebook) :No priceSubjects--Topical Terms:

519115
Learning, Psychology of.

LC Class. No.: BF318

Dewey Class. No.: 153.1'53

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245 0 0 $a In order to learn $h [electronic resource] : $b how the sequence of topics influences learning / $c edited by Frank E. Ritter ... [et al.].{me_controlnum}
260 $a New York ; $a Oxford : $b Oxford University Press, $c 2007.
300 $a 1 online resource (xvi, 238 p.) : $b ill.
490 1 $a Oxford series on cognitive models and architectures
504 $a Includes bibliographical references and index.
520 8 $a The order that material, for both facts and skills, is presented or explored by a learner can strongly influence what is learned how fast performance increases, and sometimes, even that the material is learned at all. This text argues that these effects are more pervasive and important than they have been treated.
588 $a Description based on print version record.
650 0 $a Learning, Psychology of. $3 519115
700 1 $a Ritter, Frank E. $3 925233
776 0 8 $i Print version $z 9780195178845
830 0 $a Oxford series on cognitive models and architectures. $3 1617741
856 4 0 $3 Oxford scholarship online $u http://dx.doi.org/10.1093/acprof:oso/9780195178845.001.0001