Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-10T19:17:44.490Z Has data issue: false hasContentIssue false
  • English
  • Français

“Measurement sequences,” Piagetian structures, and high-order rules

Published online by Cambridge University Press:  04 February 2010

Joseph M. Scandura
Joseph M. Scandura
Affiliation:
Graduate School of Education, University of Pennsylvania, Philadelphia, Penna., 19174
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 1 , Issue 2 , June 1978 , pp. 201 - 202
Copyright
Copyright © Cambridge University Press 1978

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Scandura, J. M.An analysis of expository and discovery modes of problem solving instruction. Journal of Experimental Education, 33:149–159, 1964.CrossRefGoogle Scholar
Scandura, J. M.New directions for theory and research on rule learnings: I. A set-function language. Ada Psychologica, 28:301–321, 1968.CrossRefGoogle Scholar
Scandura, J. M.The role of rules in behavior: Toward an operational definition of what (rule) is learned. Psychological Review, 77:516–533, 1970.CrossRefGoogle Scholar
Scandura, J. M.Deterministic theorizing in structural learning: Three levels of empiricism. Journal of Structural Learning, 3:21–53, 1971.Google Scholar
Scandura, J. M.Structural learning I: Theory and research. London/New York: Gordon and Breach, 1973.Google Scholar
Scandura, J. M.Problem solving: A structural/process approach with instructional implications. New York: Academic Press, 1977.Google Scholar