Artículos de revistas sobre el tema "Feedback (Psychology) . Cognitive science. Learning"
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Agarwal, Pooja K. y Henry L. Roediger. "Lessons for learning: How cognitive psychology informs classroom practice". Phi Delta Kappan 100, n.º 4 (26 de noviembre de 2018): 8–12. http://dx.doi.org/10.1177/0031721718815666.
Texto completoWang, Chun. "On Interim Cognitive Diagnostic Computerized Adaptive Testing in Learning Context". Applied Psychological Measurement 45, n.º 4 (23 de febrero de 2021): 235–52. http://dx.doi.org/10.1177/0146621621990755.
Texto completoCamachon, Cyril, David M. Jacobs, Mickaël Huet, Martinus Buekers y Gilles Montagne. "The Role of Concurrent Feedback in Learning to Walk Through Sliding Doors". Ecological Psychology 19, n.º 4 (21 de septiembre de 2007): 367–82. http://dx.doi.org/10.1080/10407410701557869.
Texto completoLadino Nocua, Andrea Catalina, Joan Paola Cruz Gonzalez, Ivonne Angelica Castiblanco Jimenez, Juan Sebastian Gomez Acevedo, Federica Marcolin y Enrico Vezzetti. "Assessment of Cognitive Student Engagement Using Heart Rate Data in Distance Learning during COVID-19". Education Sciences 11, n.º 9 (14 de septiembre de 2021): 540. http://dx.doi.org/10.3390/educsci11090540.
Texto completoMcAllister, Wallace R. y Dorothy E. McAllister. "Fear determines the effectiveness of a feedback stimulus in aversively motivated insturmental learning". Learning and Motivation 23, n.º 1 (febrero de 1992): 99–115. http://dx.doi.org/10.1016/0023-9690(92)90025-h.
Texto completoStein, Janice Gross. "Political learning by doing: Gorbachev as uncommitted thinker and motivated learner". International Organization 48, n.º 2 (1994): 155–83. http://dx.doi.org/10.1017/s0020818300028150.
Texto completoBihl, Trevor, Todd Jenkins, Chadwick Cox, Ashley DeMange, Kerry Hill y Edmund Zelnio. "From Lab to Internship and Back Again: Learning Autonomous Systems through Creating a Research and Development Ecosystem". Proceedings of the AAAI Conference on Artificial Intelligence 33 (17 de julio de 2019): 9635–43. http://dx.doi.org/10.1609/aaai.v33i01.33019635.
Texto completoHauck, David Johannes y Insa Melle. "Molecular Orbital Theory—Teaching a Difficult Chemistry Topic Using a CSCL Approach in a First-Year University Course". Education Sciences 11, n.º 9 (31 de agosto de 2021): 485. http://dx.doi.org/10.3390/educsci11090485.
Texto completoSanders, William y Douglas McHugh. "Pre-Clerkship Medical Students’ Experiences and Perspectives of System 1 and System 2 Thinking: A Qualitative Study". Education Sciences 11, n.º 2 (20 de enero de 2021): 34. http://dx.doi.org/10.3390/educsci11020034.
Texto completoMorgan, Sarah L., Patricia M. Palagi, Pedro L. Fernandes, Eija Koperlainen, Jure Dimec, Diana Marek, Lee Larcombe, Gabriella Rustici, Teresa K. Attwood y Allegra Via. "The ELIXIR-EXCELERATE Train-the-Trainer pilot programme: empower researchers to deliver high-quality training". F1000Research 6 (24 de agosto de 2017): 1557. http://dx.doi.org/10.12688/f1000research.12332.1.
Texto completoKoehn, J. D., J. Dickinson y D. Goodman. "Cognitive Demands of Error Processing". Psychological Reports 102, n.º 2 (abril de 2008): 532–38. http://dx.doi.org/10.2466/pr0.102.2.532-538.
Texto completoBillman, Dorrit y Evan Heit. "Observational Learning From Internal Feedback: A Simulation of an Adaptive Learning Method". Cognitive Science 12, n.º 4 (octubre de 1988): 587–625. http://dx.doi.org/10.1207/s15516709cog1204_4.
Texto completoRini, Regina A. "Feedback from moral philosophy to cognitive science". Philosophical Psychology 28, n.º 4 (4 de diciembre de 2013): 569–88. http://dx.doi.org/10.1080/09515089.2013.864454.
Texto completoKarami, Abir B., Karim Sehaba y Benoit Encelle. "Adaptive artificial companions learning from users’ feedback". Adaptive Behavior 24, n.º 2 (22 de marzo de 2016): 69–86. http://dx.doi.org/10.1177/1059712316634062.
Texto completoValentin, Vivian V., W. Todd Maddox y F. Gregory Ashby. "Dopamine dependence in aggregate feedback learning: A computational cognitive neuroscience approach". Brain and Cognition 109 (noviembre de 2016): 1–18. http://dx.doi.org/10.1016/j.bandc.2016.06.002.
Texto completoSolman, Robert T. y Huei‐Min Wu. "Pictures as Feedback in Single Word Learning". Educational Psychology 15, n.º 3 (enero de 1995): 227–44. http://dx.doi.org/10.1080/0144341950150301.
Texto completoWang, Zhen, Shao-Ying Gong, Sheng Xu y Xiang-En Hu. "Elaborated feedback and learning: Examining cognitive and motivational influences". Computers & Education 136 (julio de 2019): 130–40. http://dx.doi.org/10.1016/j.compedu.2019.04.003.
Texto completoDunbar, Norah E., Matthew L. Jensen, Claude H. Miller, Elena Bessarabova, Yu-Hao Lee, Scott N. Wilson, Javier Elizondo et al. "Mitigation of Cognitive Bias with a Serious Game". International Journal of Game-Based Learning 7, n.º 4 (octubre de 2017): 86–100. http://dx.doi.org/10.4018/ijgbl.2017100105.
Texto completoBimba, Andrew Thomas, Norisma Idris, Ahmed Al-Hunaiyyan, Rohana Binti Mahmud y Nor Liyana Bt Mohd Shuib. "Adaptive feedback in computer-based learning environments: a review". Adaptive Behavior 25, n.º 5 (24 de agosto de 2017): 217–34. http://dx.doi.org/10.1177/1059712317727590.
Texto completoSpratling, M. W. y M. H. Johnson. "A feedback model of perceptual learning and categorization". Visual Cognition 13, n.º 2 (enero de 2006): 129–65. http://dx.doi.org/10.1080/13506280500168562.
Texto completoJanelle, Christopher M., Jingu Kim y Robert N. Singer. "Subject-Controlled Performance Feedback and Learning of a Closed Motor Skill". Perceptual and Motor Skills 81, n.º 2 (octubre de 1995): 627–34. http://dx.doi.org/10.1177/003151259508100253.
Texto completoHogarth, Robin M., Brian J. Gibbs, Craig R. McKenzie y Margaret A. Marquis. "Learning from feedback: Exactingness and incentives." Journal of Experimental Psychology: Learning, Memory, and Cognition 17, n.º 4 (1991): 734–52. http://dx.doi.org/10.1037/0278-7393.17.4.734.
Texto completoCraighead, Linda Wilcoxon, Heather N. Allen, W. Edward Craighead y Ruth DeRosa. "Effect of social feedback on learning rate and cognitive distortions among women with bulimia". Behavior Therapy 27, n.º 4 (1996): 551–63. http://dx.doi.org/10.1016/s0005-7894(96)80043-8.
Texto completoYao, Wan X. "Average-Kr Schedule Benefits Generalized Motor Program Learning". Perceptual and Motor Skills 97, n.º 1 (agosto de 2003): 185–91. http://dx.doi.org/10.2466/pms.2003.97.1.185.
Texto completoLewthwaite, Rebecca y Gabriele Wulf. "Social-comparative feedback affects motor skill learning". Quarterly Journal of Experimental Psychology 63, n.º 4 (abril de 2010): 738–49. http://dx.doi.org/10.1080/17470210903111839.
Texto completoStarita, Francesca, Mattia Pietrelli, Caterina Bertini y Giuseppe di Pellegrino. "Aberrant reward prediction error during Pavlovian appetitive learning in alexithymia". Social Cognitive and Affective Neuroscience 14, n.º 10 (1 de octubre de 2019): 1119–29. http://dx.doi.org/10.1093/scan/nsz089.
Texto completoBoling, Erica C. y Jeanine Beatty. "Cognitive Apprenticeship in Computer-Mediated Feedback: Creating a Classroom Environment to Increase Feedback and Learning". Journal of Educational Computing Research 43, n.º 1 (julio de 2010): 47–65. http://dx.doi.org/10.2190/ec.43.1.d.
Texto completoVerstynen, Timothy, Kyle Dunovan, Catherine Walsh, Chieh-Hsin Kuan, Stephen B. Manuck y Peter J. Gianaros. "Adiposity covaries with signatures of asymmetric feedback learning during adaptive decisions". Social Cognitive and Affective Neuroscience 15, n.º 10 (29 de junio de 2020): 1145–56. http://dx.doi.org/10.1093/scan/nsaa088.
Texto completoOrmrod, Jeanne Ellis. "Effects of Feedback and Mandatory Practice on Learning to Spell during Computer-Assisted Instruction". Perceptual and Motor Skills 63, n.º 2 (octubre de 1986): 487–94. http://dx.doi.org/10.2466/pms.1986.63.2.487.
Texto completoFerrara, Lisa A. y Kirsten R. Butcher. "Exploring Students’ Perceived Needs and Ideas About Feedback in Online Learning Environments". International Journal of Cyber Behavior, Psychology and Learning 2, n.º 2 (abril de 2012): 48–70. http://dx.doi.org/10.4018/ijcbpl.2012040104.
Texto completoWeismüller, Benjamin, Marta Ghio, Kazimierz Logmin, Christian Hartmann, Alfons Schnitzler, Bettina Pollok, Martin Südmeyer y Christian Bellebaum. "Effects of feedback delay on learning from positive and negative feedback in patients with Parkinson's disease off medication". Neuropsychologia 117 (agosto de 2018): 46–54. http://dx.doi.org/10.1016/j.neuropsychologia.2018.05.010.
Texto completoEvans, Jonathan St B. T., John Clibbens y Anita Harris. "Prior belief and polarity in multicue learning". Quarterly Journal of Experimental Psychology Section A 58, n.º 4 (mayo de 2005): 651–65. http://dx.doi.org/10.1080/02724980443000133.
Texto completoPerconti, Pietro y Alessio Plebe. "Deep learning and cognitive science". Cognition 203 (octubre de 2020): 104365. http://dx.doi.org/10.1016/j.cognition.2020.104365.
Texto completoPham, Vu Phi Ho y Ngoc Hoang Vy Nguyen. "Blogging for Collaborative Learning in the Writing Classroom". International Journal of Cyber Behavior, Psychology and Learning 10, n.º 3 (julio de 2020): 1–11. http://dx.doi.org/10.4018/ijcbpl.2020070101.
Texto completoProteau, Luc, Ronald G. Marteniuk y Line Lévesque. "A Sensorimotor Basis for Motor Learning: Evidence Indicating Specificity of Practice". Quarterly Journal of Experimental Psychology Section A 44, n.º 3 (abril de 1992): 557–75. http://dx.doi.org/10.1080/14640749208401298.
Texto completoVerburg, Marjolijn, Patrick Snellings, Maaike Helena Titia Zeguers y Hilde Maria Huizenga. "Positive-blank versus negative-blank feedback learning in children and adults". Quarterly Journal of Experimental Psychology 72, n.º 4 (7 de mayo de 2018): 753–63. http://dx.doi.org/10.1177/1747021818769038.
Texto completoLehet, Matthew I., Kimberly M. Fenn y Howard C. Nusbaum. "Shaping perceptual learning of synthetic speech through feedback". Psychonomic Bulletin & Review 27, n.º 5 (4 de junio de 2020): 1043–51. http://dx.doi.org/10.3758/s13423-020-01743-6.
Texto completoITO, Hiroyasu, Namiko KUBO-KAWAI, Miwa FUKUSHIMA, Reiko SAWADA y Nobuo MASATAKA. "LEARNING SCIENCE WHERE COGNITIVE NEUROSCIENCE MEETS PSYCHOTHERAPY". PSYCHOLOGIA 51, n.º 4 (2008): 280–89. http://dx.doi.org/10.2117/psysoc.2008.280.
Texto completoBalzer, William K., Michael E. Doherty y Raymond O'Connor. "Effects of cognitive feedback on performance." Psychological Bulletin 106, n.º 3 (1989): 410–33. http://dx.doi.org/10.1037/0033-2909.106.3.410.
Texto completoFerreira, Bárbara P., Leandro F. Malloy-Diniz, Juliana O. Parma, Nathálya G. H. M. Nogueira, Tércio Apolinário-Souza, Herbert Ugrinowitsch y Guilherme M. Lage. "Self-Controlled Feedback and Learner Impulsivity in Sequential Motor Learning". Perceptual and Motor Skills 126, n.º 1 (6 de noviembre de 2018): 157–79. http://dx.doi.org/10.1177/0031512518807341.
Texto completoSigrist, Roland, Georg Rauter, Robert Riener y Peter Wolf. "Terminal Feedback Outperforms Concurrent Visual, Auditory, and Haptic Feedback in Learning a Complex Rowing-Type Task". Journal of Motor Behavior 45, n.º 6 (noviembre de 2013): 455–72. http://dx.doi.org/10.1080/00222895.2013.826169.
Texto completoHughes, Martin y Pamela Greenhough. "Feedback, Adult Intervention, and Peer Collaboration in Initial Logo Learning". Cognition and Instruction 13, n.º 4 (diciembre de 1995): 525–39. http://dx.doi.org/10.1207/s1532690xci1304_4.
Texto completoZanolie, K., L. Van Leijenhorst, S. A. R. B. Rombouts y E. A. Crone. "Separable neural mechanisms contribute to feedback processing in a rule-learning task". Neuropsychologia 46, n.º 1 (2008): 117–26. http://dx.doi.org/10.1016/j.neuropsychologia.2007.08.009.
Texto completoWhite, Holly A. y Lauren E. Highfill. "Cognitive Exercise Boosts Exam Performance in an Introductory Psychology Course". Teaching of Psychology 46, n.º 2 (1 de marzo de 2019): 135–39. http://dx.doi.org/10.1177/0098628319834196.
Texto completoWulf, Gabriele y Richard A. Schmidt. "Feedback-Induced Variability and the Learning of Generalized Motor Programs". Journal of Motor Behavior 26, n.º 4 (diciembre de 1994): 348–61. http://dx.doi.org/10.1080/00222895.1994.9941691.
Texto completoKhan, Michael A., Ian M. Franks y David Goodman. "The Effect of Practice on the Control of Rapid Aiming Movements: Evidence for an Interdependency between Programming and Feedback Processing". Quarterly Journal of Experimental Psychology Section A 51, n.º 2 (mayo de 1998): 425–44. http://dx.doi.org/10.1080/713755756.
Texto completoNewell, Ben R., Nicola J. Weston, Richard J. Tunney y David R. Shanks. "The Effectiveness of Feedback in Multiple-Cue Probability Learning". Quarterly Journal of Experimental Psychology 62, n.º 5 (mayo de 2009): 890–908. http://dx.doi.org/10.1080/17470210802351411.
Texto completoRuthig, Joelle C., Kelly Jones, Karen Vanderzanden, Bradlee W. Gamblin y Andre Kehn. "Learning From One’s Mistakes". Social Psychology 48, n.º 4 (agosto de 2017): 185–93. http://dx.doi.org/10.1027/1864-9335/a000307.
Texto completoViciana, J., E. M. Cervelló y J. Ramírez-Lechuga. "Effect of Manipulating Positive and Negative Feedback on Goal Orientations, Perceived Motivational Climate, Satisfaction, Task Choice, Perception of Ability, and Attitude toward Physical Education Lessons". Perceptual and Motor Skills 105, n.º 1 (agosto de 2007): 67–82. http://dx.doi.org/10.2466/pms.105.1.67-82.
Texto completoCecilio-Fernandes, Dario, Fokie Cnossen, Jenifer Coster, AD (Debbie) C. Jaarsma y René A. Tio. "The Effects of Expert and Augmented Feedback on Learning a Complex Medical Skill". Perceptual and Motor Skills 127, n.º 4 (30 de marzo de 2020): 766–84. http://dx.doi.org/10.1177/0031512520914680.
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