Cognitive Models Intelligent Environments (28 results)

Condition: Sehr gut. orig. 1993 ed. 320 p. In very good condition. ISBN: 9783540565802 Sprache: Englisch Gewicht in Gramm: 675 15,6 x 1,9 x 23,4 cm, hardcover.

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Taschenbuch. Condition: Neu. Cognitive Models and Intelligent Environments for Learning Programming | Enrica Lemut (u. a.) | Taschenbuch | viii | Englisch | 2011 | Springer | EAN 9783642081569 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Condition: Sehr gut. Zustand: Sehr gut | Seiten: 324 | Sprache: Englisch | Produktart: Bücher | At present, there is a general consensus on the nature oflearning programming, but there are different opinions onwhat forms an effective environment for it. It is generallyrecognized that the development of a mental model is aformidable task for the student and that learningprogramming is a complex activity that depends heavily onmetacognitive skills.This book, based on a NATO workshop, presents both purecognitive models and experimental learning environments, anddiscusses what characteristics can make a learning modeleffective, especially in relation to the learningenvironment (natural or computerized). The papers covercognitive models related to different aspects ofprogramming, classes of learners, and types of environment,and are organized in three groups: theoretical and empiricalstudies on understanding programming, environments forlearning programming, and learning programming in schoolenvironments.Comprehension, design, construction, testing, debugging, andverification are recognized as interdependent skills, whichrequire complicated analysis and may develop independently,and indifferent orders, in novices. This book shows thatthere is unlikely to be asingle path from novice to expertand that the structure of the final product (the program)may not constrain the process by which it comes into beingas much as some would advocate.

Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - At present, there is a general consensus on the nature oflearning programming, but there are different opinions onwhat forms an effective environment for it. It is generallyrecognized that the development of a mental model is aformidable task for the student and that learningprogramming is a complex activity that depends heavily onmetacognitive skills.This book, based on a NATO workshop, presents both purecognitive models and experimental learning environments, anddiscusses what characteristics can make a learning modeleffective, especially in relation to the learningenvironment (natural or computerized). The papers covercognitive models related to different aspects ofprogramming, classes of learners, and types of environment,and are organized in three groups: theoretical and empiricalstudies on understanding programming, environments forlearning programming, and learning programming in schoolenvironments.Comprehension, design, construction, testing, debugging, andverification are recognized as interdependent skills, whichrequire complicated analysis and may develop independently,and indifferent orders, in novices. This book shows thatthere is unlikely to be asingle path from novice to expertand that the structure of the final product (the program)may not constrain the process by which it comes into beingas much as some would advocate.

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - At present, there is a general consensus on the nature oflearning programming, but there are different opinions onwhat forms an effective environment for it. It is generallyrecognized that the development of a mental model is aformidable task for the student and that learningprogramming is a complex activity that depends heavily onmetacognitive skills.This book, based on a NATO workshop, presents both purecognitive models and experimental learning environments, anddiscusses what characteristics can make a learning modeleffective, especially in relation to the learningenvironment (natural or computerized). The papers covercognitive models related to different aspects ofprogramming, classes of learners, and types of environment,and are organized in three groups: theoretical and empiricalstudies on understanding programming, environments forlearning programming, and learning programming in schoolenvironments.Comprehension, design, construction, testing, debugging, andverification are recognized as interdependent skills, whichrequire complicated analysis and may develop independently,and indifferent orders, in novices. This book shows thatthere is unlikely to be asingle path from novice to expertand that the structure of the final product (the program)may not constrain the process by which it comes into beingas much as some would advocate.

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Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -At present, there is a general consensus on the nature oflearning programming, but there are different opinions onwhat forms an effective environment for it. It is generallyrecognized that the development of a mental model is aformidable task for the student and that learningprogramming is a complex activity that depends heavily onmetacognitive skills.This book, based on a NATO workshop, presents both purecognitive models and experimental learning environments, anddiscusses what characteristics can make a learning modeleffective, especially in relation to the learningenvironment (natural or computerized). The papers covercognitive models related to different aspects ofprogramming, classes of learners, and types of environment,and are organized in three groups: theoretical and empiricalstudies on understanding programming, environments forlearning programming, and learning programming in schoolenvironments.Comprehension, design, construction, testing, debugging, andverification are recognized as interdependent skills, whichrequire complicated analysis and may develop independently,and indifferent orders, in novices. This book shows thatthere is unlikely to be asingle path from novice to expertand that the structure of the final product (the program)may not constrain the process by which it comes into beingas much as some would advocate. 324 pp. Englisch.

Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Proceedings of the NATO Advanced Research Workshop on Cognitive Models and Intelligent Environments for Learning Programming, held near Genova, Italy, March 17-21, 1992At present, there is a general consensus on the nature oflearning progra.

Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Proceedings of the NATO Advanced Research Workshop on Cognitive Models and Intelligent Environments for Learning Programming, held near Genova, Italy, March 17-21, 1992At present, there is a general consensus on the nature oflearning progra.

Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -At present, there is a general consensus on the nature oflearning programming, but there are different opinions onwhat forms an effective environment for it. It is generallyrecognized that the development of a mental model is aformidable task for the student and that learningprogramming is a complex activity that depends heavily onmetacognitive skills.This book, based on a NATO workshop, presents both purecognitive models and experimental learning environments, anddiscusses what characteristics can make a learning modeleffective, especially in relation to the learningenvironment (natural or computerized). The papers covercognitive models related to different aspects ofprogramming, classes of learners, and types of environment,and are organized in three groups: theoretical and empiricalstudies on understanding programming, environments forlearning programming, and learning programming in schoolenvironments.Comprehension, design, construction, testing, debugging, andverification are recognized as interdependent skills, whichrequire complicated analysis and may develop independently,and indifferent orders, in novices. This book shows thatthere is unlikely to be asingle path from novice to expertand that the structure of the final product (the program)may not constrain the process by which it comes into beingas much as some would advocate. 324 pp. Englisch.

Buch. Condition: Neu. Cognitive Models and Intelligent Environments for Learning Programming | Enrica Lemut (u. a.) | Buch | viii | Englisch | 1993 | Springer-Verlag GmbH | EAN 9783540565802 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu Print on Demand.

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -At present, there is a general consensus on the nature oflearning programming, but there are different opinions on what forms an effective environment for it. It is generally recognized that the development of a mental model is a formidable task for the student and that learning programming is a complex activity that depends heavily on metacognitive skills. This book, based on a NATO workshop, presents both pure cognitive models and experimental learning environments, and discusses what characteristics can make a learning model effective, especially in relation to the learning environment (natural or computerized). The papers cover cognitive models related to different aspects of programming, classes of learners, and types of environment, and are organized in three groups: theoretical and empirical studies on understanding programming, environments for learning programming, and learning programming in school environments. Comprehension, design, construction, testing, debugging, and verification are recognized as interdependent skills, which require complicated analysis and may develop independently, and indifferent orders, in novices. This book shows that there is unlikely to be asingle path from novice to expert and that the structure of the final product (the program) may not constrain the process by which it comes into being as much as some would advocate.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 324 pp. Englisch.

Buch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -At present, there is a general consensus on the nature oflearning programming, but there are different opinions onwhat forms an effective environment for it. It is generallyrecognized that the development of a mental model is aformidable task for the student and that learningprogramming is a complex activity that depends heavily onmetacognitive skills.This book, based on a NATO workshop, presents both purecognitive models and experimental learning environments, anddiscusses what characteristics can make a learning modeleffective, especially in relation to the learningenvironment (natural or computerized). The papers covercognitive models related to different aspects ofprogramming, classes of learners, and types of environmentand are organized in three groups: theoretical and empiricalstudies on understanding programming, environments forlearning programming, and learning programming in schoolenvironments.Comprehension, design, construction, testing, debugging, andverification are recognized as interdependent skills, whichrequire complicated analysis and may develop independentlyand indifferent orders, in novices. This book shows thatthere is unlikely to be asingle path from novice to expertand that the structure of the final product (the program)may not constrain the process by which it comes into beingas much as some would advocate.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 324 pp. Englisch.