Resultados
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1621.
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1622.
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1623.
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1624.
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1625.
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1626.
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1627.
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1628.
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Teacher evaluation : a comprehensive guide to new directions and practices / Kenneth Peterson Publicação: Thousand Oaks : Corwin, 1995Descrição: 304 p.Disponibilidade:
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1629.
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1630.
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1631.
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1632.
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1633.
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How implicit is implicit learning? / compil. Dianne Berry Nível de parte analítica: Concluding note : how implicit is implicit learning? • Principles for implicit learning • Implicit learning from an information processing standpoint • Subjective unit formation account of implicit learning • Transfer of implicit knowledge across domains : how implicit and how abstract? • Representing artificial grammars : transfer across stimulus forms and modalities • Nonconscious information processing and personality • Abstractness of implicit knowledge : a cognitive evolutionary perspectivePublicação: Oxford : Oxford University, 1997Descrição: 245 p.Disponibilidade:
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1634.
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1635.
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Filhos de rousseau : ensaios sobre os exames / Maria Filomena Monica Publicação: Lisboa : Relogio D'agua, 1997Descrição: 139 p.Disponibilidade:
Biblioteca ISPA Retirado temporariamenteCota: E MONI1 (1).
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1636.
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1637.
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Spelling / Rebecca Treiman Nível de parte analítica: Lexical priming of nonword spelling in the regular ortography of italian • It is misspeled or is it mispelled? the influence of fresh orthographic information on spelling • Is childrens spelling naturally stage-like? • Learning to spell regular and irregular verbs • Grammar and phonology predict spelling in middle childhood • Spelling performance of esl and native speakers of english as a function of reading skill • Difficulties with consonants in the spelling and segmentation of ccvcc pseudowords : differences among dutch first ... • Rules versus analogies in children's spelling : evidence for task dependence • Children's sensivity to rime unit frequency when spelling words and nonwords • Introduction to special issue on spellingPublicação: Dordrecht : Kluwer Academic, 1997Descrição: 517 p.Disponibilidade:
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1638.
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1639.
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Learning to spell : research, theory, and practice across languages / compil. Charles Perfetti ; co-aut. Laurence Rieben ; co-aut. Michel Fayol Nível de parte analítica: Beginning reading and spelling acquisition in french : a logitudinal study • Foundations of orthographic development • Relations between word-search strategies and word-copying strategies in children aged 5 to 6 years old • Interactions in the development of reading ans spelling : stages, strategies, and exchange of knowledge • Learning to read and learning to spell are one and the same, almost • Children's use of analogy in learning to read and to spell • Inhibition of polygraphic consonants in spelling hebrew : evidence for recurrent assembly of spelling and phonology in... • Why spelling is more difficult than reading • Spelling and grammar : the necsed move • Learning to spell in the classroom • Lexical spelling processes in reading disabled french-speaking children • Development of the understanding of number morphology in written french • How learning to spell german differs from learning to spell english • Spelling acquisition in english • Cognitive neuropsychology of spelling • Psycholinguistics of spelling and reading • From writing to ortography : the functions and limits of the notion of systemPublicação: Mahwah : Lowrence Erlbaum, 1997Descrição: 370 p.Disponibilidade:
Biblioteca ISPA Retirado temporariamenteCota: E PERF1 (1).
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1640.
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