When concepts act concretely: Exploring the notion of conceptual concreteness in a novel mathematical domain
The information we seek to communicate to learners is often conveyed by symbols, and the symbols we choose may directly affect cognition independently of the instructional strategies that we apply. The current series of experiments investigates this claim from an information-based account of concret...
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| Format: | Others |
| Language: | en |
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VANDERBILT
2010
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| Online Access: | http://etd.library.vanderbilt.edu/available/etd-03302010-085208/ |