about
Measurement of a model of implementation for health care: toward a testable theoryIntellectual style theories: different types of categorizations and their relevance for practitionersThe Learning Styles Myth is Thriving in Higher Education.Learning Styles and Vocabulary Acquisition in Second Language: How the Brain Learns.Cognitive style, cortical stimulation, and the conversion hypothesis.Guiding Oncology Patients Through the Maze of Precision Medicine.Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece.Influence of learning styles on the practical performance after the four-step basic life support training approach - An observational cohort study.Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School.Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identificationCognitive Style as Environmentally Sensitive Individual Differences in Cognition: A Modern Synthesis and Applications in Education, Business, and Management.Self-Regulation Mediates the Relationship between Learner Typology and Achievement in At - Risk Children.Retrieval practice, with or without mind mapping, boosts fact learning in primary school children.A randomised controlled trial of a blended learning education intervention for teaching evidence-based medicine.The effect of achievement test selection on identification of learning disabilities within a patterns of strengths and weaknesses framework.The relationship between learning preferences (styles and approaches) and learning outcomes among pre-clinical undergraduate medical students.Do quality improvement collaboratives' educational components match the dominant learning style preferences of the participants?A personalized approach to deliver health care information to diabetic patients in community care clinics.Adaptive and qualitative changes in encoding strategy with experience: evidence from the test-expectancy paradigm.Are Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis.Evaluation of the Technical Adequacy of Three Methods for Identifying Specific Learning Disabilities Based on Cognitive Discrepancies.Cognitive Correlates of Inadequate Response to Reading InterventionEmergency Physicians Think in Spirals.Comparison of learning styles of pharmacy students and faculty members.Exploring student preferences with a Q-sort: the development of an individualized renal physiology curriculum.Predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil.Understanding Language, Hearing Status, and Visual-Spatial SkillsImproving learning about familial risks using a multicomponent approach: the GRACE program.Are Deaf Students Visual Learners?Teaching Our Students, Our Residents and OurselvesThe learning styles and the preferred teaching-learning strategies of first year medical studentsLearning style versus time spent studying and career choice: Which is associated with success in a combined undergraduate anatomy and physiology course?Neuromyths in Education: Prevalence among Spanish Teachers and an Exploration of Cross-Cultural Variation.More Evidence for Three Types of Cognitive Style: Validating the Object-Spatial Imagery and Verbal Questionnaire Using Eye Tracking when Learning with Texts and Pictures.The learning style preferences of chiropractic students: A cross-sectional study.Three requirements for justifying an educational neuroscience.Semantic congruency but not temporal synchrony enhances long-term memory performance for audio-visual scenes.Internet-Based Assessment of Oncology Health Care Professional Learning Style and Optimization of Materials for Web-Based Learning: Controlled Trial With Concealed Allocation.Personalized learning: From neurogenetics of behaviors to designing optimal language training.Comprehensive Cognitive Assessments are not Necessary for the Identification and Treatment of Learning Disabilities.
P2860
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P2860
description
2008 nî lūn-bûn
@nan
2008 թուականի Դեկտեմբերին հրատարակուած գիտական յօդուած
@hyw
2008 թվականի դեկտեմբերին հրատարակված գիտական հոդված
@hy
2008年の論文
@ja
2008年論文
@yue
2008年論文
@zh-hant
2008年論文
@zh-hk
2008年論文
@zh-mo
2008年論文
@zh-tw
2008年论文
@wuu
name
Learning Styles: Concepts and Evidence.
@ast
Learning Styles: Concepts and Evidence.
@en
Learning Styles: Concepts and Evidence.
@nl
type
label
Learning Styles: Concepts and Evidence.
@ast
Learning Styles: Concepts and Evidence.
@en
Learning Styles: Concepts and Evidence.
@nl
prefLabel
Learning Styles: Concepts and Evidence.
@ast
Learning Styles: Concepts and Evidence.
@en
Learning Styles: Concepts and Evidence.
@nl
P2093
P1476
Learning Styles: Concepts and Evidence.
@en
P2093
Doug Rohrer
Harold Pashler
Mark McDaniel
Robert Bjork
P304
P356
10.1111/J.1539-6053.2009.01038.X
P577
2008-12-01T00:00:00Z