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Attention and Memory: Classroom Considerations Regarding Cognitive Processes Involved in Transfer and Retrieval
http://hdl.handle.net/10693/2255
http://hdl.handle.net/10693/2255bb82b299-f8e7-44f3-a09d-97e6a5dae7f2
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
紀要14号 171-176 スティーブ.pdf (611.3 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||||
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| 公開日 | 2017-06-02 | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | Attention and Memory: Classroom Considerations Regarding Cognitive Processes Involved in Transfer and Retrieval | |||||||||||||
| 言語 | en | |||||||||||||
| 言語 | ||||||||||||||
| 言語 | eng | |||||||||||||
| キーワード | ||||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | Attention | |||||||||||||
| キーワード | ||||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | Memory | |||||||||||||
| キーワード | ||||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | Brain | |||||||||||||
| キーワード | ||||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | Learning | |||||||||||||
| キーワード | ||||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | Teaching | |||||||||||||
| 資源タイプ | ||||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||||
| 著者 |
Jugovic, Steve
× Jugovic, Steve
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| 書誌情報 |
研究紀要 ＝ Bulletin of Biwako Seikei Sport College 号 14, p. 171-176, 発行日 2017-03-15 |
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| 抄録 | ||||||||||||||
| 内容記述タイプ | Abstract | |||||||||||||
| 内容記述 | During the past fifteen years or so we have witnessed the emergence of increasing knowledge about the mind and brain to better inform teaching and subsequently learning. Teachers wield significant influence in the students’ learning process and even slightly modify their brains on a daily basis. Various difficulties confront the modern-day teacher such as motivation and more specifically the challenge of sustaining student’s attention. It is often falsely assume that students are merely empty vessels ready to be filled with knowledge, a simplified view far from reality. With greater understanding of the learning process from the students’ perspective, teachers may be better equipped to provide more effective learning experiences and to primarily ascertain whether knowledge has been stored in long-term memory. Students have strengths and weaknesses, variable executive functioning and coping mechanisms for managing emotions and dealing with stress. The human brain is constantly shaped by environmental interaction, experienced through the senses. This is the essence of learning and is based on the crucial connected factors of attention and the process of memory, so if they are not adequately functioning, learning will be compromised. Deeper understanding of cognitive processes and more effective teaching approaches should be an aim towards better enabling attention, facilitating memory storage through transfer and retrieving the information for use in different contexts. | |||||||||||||
| 出版者 | ||||||||||||||
| 出版者 | びわこ成蹊スポーツ大学 | |||||||||||||
| ISSN | ||||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||||
| 収録物識別子 | 1348-9399 | |||||||||||||
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| 収録物識別子タイプ | NCID | |||||||||||||
| 収録物識別子 | AA1191547X | |||||||||||||
| 著者版フラグ | ||||||||||||||
| 出版タイプ | VoR | |||||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||||
