A Discipline-Independent Approach to a Higher Cognitive Pedagogy
We present a content-independent formulation of higher cognitive pedagogy, by identifying higher cognitive pedagogy with executive function which in turn we equate with continual multi-dimensional processing of drivers of outcomes. The key focus in this definition is on multiple dimensions. We apply...
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| Format: | Article |
| Language: | English |
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International Institute of Informatics and Cybernetics
2014-08-01
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| Series: | Journal of Systemics, Cybernetics and Informatics |
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| Online Access: | http://www.iiisci.org/Journal/CV$/sci/pdfs/SA135EN14.pdf
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