10441 results in Cambridge Handbooks
5 - Spatial Skills, Reasoning, and Mathematics
- from Part II - Science and Math
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- The Cambridge Handbook of Cognition and Education
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- 08 February 2019
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- 07 February 2019, pp 100-123
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20 - Collaborative Learning
- from Part IV - General Learning Strategies
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- The Cambridge Handbook of Cognition and Education
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- 08 February 2019
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- 07 February 2019, pp 500-527
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24 - Improving Students’ Metacomprehension Accuracy
- from Part V - Metacognition
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- The Cambridge Handbook of Cognition and Education
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- 08 February 2019
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- 07 February 2019, pp 619-646
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6 - Iterative Development of Conceptual and Procedural Knowledge in Mathematics Learning and Instruction
- from Part II - Science and Math
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- The Cambridge Handbook of Cognition and Education
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- 08 February 2019
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- 07 February 2019, pp 124-147
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18 - How Multimedia Can Improve Learning and Instruction
- from Part IV - General Learning Strategies
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- The Cambridge Handbook of Cognition and Education
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- 08 February 2019
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- 07 February 2019, pp 460-479
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25 - Calibration and Self-Regulated Learning
- from Part V - Metacognition
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- The Cambridge Handbook of Cognition and Education
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- 08 February 2019
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- 07 February 2019, pp 647-677
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15 - Interventions to Promote Reading for Understanding
- from Part III - Reading and Writing
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- The Cambridge Handbook of Cognition and Education
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- 07 February 2019, pp 381-408
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Part V - Metacognition
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- The Cambridge Handbook of Cognition and Education
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- 07 February 2019, pp 585-715
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Part IV - General Learning Strategies
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- The Cambridge Handbook of Cognition and Education
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- 07 February 2019, pp 409-584
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27 - Learning Strategies and Self-Regulated Learning
- from Part V - Metacognition
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- The Cambridge Handbook of Cognition and Education
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- 08 February 2019
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- 07 February 2019, pp 696-715
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Tables
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- The Cambridge Handbook of Cognition and Education
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- 08 February 2019
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- 07 February 2019, pp xiii-xiv
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How Cognitive Psychology Can Inform Evidence-Based Education Reform
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- The Cambridge Handbook of Cognition and Education
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- 08 February 2019
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- 07 February 2019, pp 1-14
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14 - Multiple-Text Comprehension
- from Part III - Reading and Writing
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- The Cambridge Handbook of Cognition and Education
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- 08 February 2019
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- 07 February 2019, pp 356-380
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3 - Teaching Critical Thinking as if Our Future Depends on It, Because It Does
- from Part II - Science and Math
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- The Cambridge Handbook of Cognition and Education
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- 07 February 2019, pp 51-66
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22 - Enhancing the Quality of Student Learning Using Distributed Practice
- from Part IV - General Learning Strategies
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- The Cambridge Handbook of Cognition and Education
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- 08 February 2019
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- 07 February 2019, pp 550-584
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21 - Self-Explaining
- from Part IV - General Learning Strategies
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- The Cambridge Handbook of Cognition and Education
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- 07 February 2019, pp 528-549
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11 - Writing as a Learning Activity
- from Part III - Reading and Writing
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- The Cambridge Handbook of Cognition and Education
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- 07 February 2019, pp 266-291
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10 - Fundamental Components of Reading Comprehension
- from Part III - Reading and Writing
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- The Cambridge Handbook of Cognition and Education
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- 08 February 2019
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- 07 February 2019, pp 237-265
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Contributors
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- The Cambridge Handbook of Cognition and Education
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- 08 February 2019
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- 07 February 2019, pp xv-xviii
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16 - When Does Interleaving Practice Improve Learning?
- from Part IV - General Learning Strategies
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- The Cambridge Handbook of Cognition and Education
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- 08 February 2019
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- 07 February 2019, pp 411-436
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