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When teaching style matches students' epistemic (in)dependence: The moderating effect of perceived epistemic gap

机译：当教学风格与学生的认知（独立）相匹配时：感知到的认知差距的调节作用

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作者
Quiamzade, Alain; Mugny, Gabriel; Chatard, Armand;
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年度 2009
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原文格式 PDF
正文语种 eng
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1. When teaching style matches students’ epistemic (in)dependence: The moderating effect of perceived epistemic gap [J] . Alain Quiamzade, Gabriel Mugny, Armand Chatard European Journal of Psychology of Education . 2009,第3期

机译：当教学风格与学生的认知（独立）相匹配时：感知的认知差距的调节作用
2. A taxonomy of types of epistemic dependence: introduction to the Synthese special issue on epistemic dependence [J] . Broncano-Berrocal Fernando, Vega-Encabo Jesus Synthese: An International Journal for Epistemology, Methodology and Philosophy of Science . 2020,第7期

机译：认知依赖类型的分类：综合特殊问题介绍了认识依赖性
3. Epistemic constraint and teaching style [J] . Alain Quiamzade, Gabriel Mugny, Juan Manuel Falomir-Pichastor European Journal of Psychology of Education . 2009,第2期

机译：认知约束与教学风格
4. Towards a Framework for Visual Intelligence in Service Robotics: Epistemic Requirements and Gap Analysis [C] . Agnese Chiatti, Enrico Motta, Enrico Daga International Conference on Principles of Knowledge Representation and Reasoning . 2021

机译：迈向服务机器人的视觉情报框架：认知要求和差距分析
5. Epistemic Motivation and Actively Open-Minded Thinking's Impact on Innovative Behavior as Moderated by a Leader's Tolerance for Disagreement Within a Dental School Community. [D] . Parham, Weston. 2017

机译：牙科学校社区内的领导者对分歧的容忍度可以调节认知动机和积极开放的思维对创新行为的影响。
6. Does tailoring instructional style to a medical student’s self-perceived learning style improve performance when teaching intravenous catheter placement? A randomized controlled study [O] . Dimitrios Papanagnou, Antonio Serrano, Kaitlyn Barkley, 2016

机译：在教授静脉内导管放置方法时根据医学生的自我学习风格量身定制教学风格是否会改善学习效果？随机对照研究
7. The social transmission of knowledge at the University: Teaching style and epistemic dependence [O] . Mugny, Gabriel, Chatard, Armand, Quiamzade, Alain 2006

机译：大学知识的社会传播：教学风格和认知依赖

When teaching style matches students' epistemic (in)dependence: The moderating effect of perceived epistemic gap

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