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Knowledge Representation, Content Specification, and the Development of Skill in Situation-Specific Knowledge Assembly; Some Constructivist Issues as They Relate to Cognitive Flexibility Theory and Hypertext
ARTICLE

Educational Technology Volume 31, Number 9, ISSN 0013-1962

Abstract

Expands on constructivist theories that were discussed in an earlier issue. Highlights include cognitive flexible theory; multiple knowledge representations; prespecification of knowledge; teaching content versus skill; and cognitive flexibility hypertexts (CFHs), including the kinds of knowledge domains for which they should be used and the learning objectives they are intended to foster. (11 references) (LRW)

Citation

Spiro, R.J. (1991). Knowledge Representation, Content Specification, and the Development of Skill in Situation-Specific Knowledge Assembly; Some Constructivist Issues as They Relate to Cognitive Flexibility Theory and Hypertext. Educational Technology, 31(9), 22-25. Retrieved January 27, 2020 from .

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