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Norms for Mathematically Gifted Adolescents on the Concept Mastery Test
Perceptual and Motor Skills, 1963Form T of the Concept Mastery Test was originally constructed (Terman, 1956) to retest the gifted Ss of Terman's longitudinal study of genius, and their spouses. The test was designed to measure Spearman's "g" factor of intelligence. Form T extended downward to make possible measurement of the more average spouses of Terman's sample.
W A, KENNEDY, A H, SMITH
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Pupils' reasoning skills and their mastery of biological concepts
Journal of Biological Education, 1989The respiratory system, a learning unit in biology, was taught to tenth grade (15-16-year-old) pupils in a central urban school in order to analyse the learning of pupils at the concrete and formal cognitive stages. The six-week study included 102 pupils from three classes instructed by three biology teachers.
Reuven Lazarowitz, Michal Shemesh
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Standard and visual administrations of the concept mastery test
Audiovisual communication review, 1962Professors of Education at Florida State University, H. A. Curtis and R. P. Kropp have devoted two years to fundamental studies of the variables associated with tests administered by projection. One of the variables has to do with the timing of items presented serially.
H. A. Curtis, R. P. Kropp
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The Significance of the Distinction between Concept Mastery and Concept Possession
Philosophical Issues, 1998In this paper, Prof. Higginbotham invites us to tear apart three notions. On the one hand, he observes, it is possible to master a concept, i.e, to have a conception of something in one's mind that is complete and accurate, without that conception being conscious.
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Nurse–patient communication: language mastery and concept possession
Nursing Inquiry, 2006Influential holistic analyses of patient perspectives assume that the concepts that patients associate with medical terms are formed by their total social and cultural contexts. Holistic analyses presuppose conceptual role semantics in the sense that they imply that a medical term must have the same role for a nurse and a patient in order for them to ...
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Toward a Theory of Concept Mastery: The Recognition View
Erkenntnis, 2018Agents can think using concepts they do not fully understand. This paper investigates the question “Under what conditions does a thinker fully understand, or have mastery of, a concept?” I lay out a gauntlet of problems and desiderata with which any theory of concept mastery must cope.
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Evaluation of Understanding and Mastery of Key Concepts
Abstract Assessing student learning and assigning grades is part of teaching qualitative methods. This chapter argues that effective assessment of student learning should be grounded in clear objectives for the course; assessment can be a powerful learning tool that helps motivate students.Katherine Clegg Smith +3 more
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Developing Mastery of Time Concepts by Integrating Lessons and Apps
2018Learning applications (apps) for iPads/tablets are becoming commonplace in the elementary classroom, yet there is very little research evidence to support the adoption and use of such. This chapter details our initial efforts to empirically validate the utility of a researcher-designed iPad app by integrating it into a series of collaboratively created
Timothy Pelton +2 more
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The concept of habitus in achieving mastery in sports – tennis example
Indian Journal of Applied Research, 2011The paper describes the concept of habitus in relation to the theory of sport training. The notion of habitus was defined by Pierre Bourdieu and is widely used to describe human behaviour in different spheres. It is defined, among others, as ability that makes “structured improvisation” or ‘regulated improvisations’ possible.
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