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Psychology --- Psychology. --- Algemene psychologie --- handboeken en inleidingen --- handboeken en inleidingen.

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Psychology --- #KVHB:Algemene psychologie --- #KVHB:Psychologie-onderwijs --- Study and teaching (Higher) --- Social Sciences

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#KVHB:Algemene psychologie --- 411 --- Conditionering --- Denken --- Emoties --- Erfelijkheid --- Fysiologie --- Gedrag-afwijkend --- Geheugen --- Gen --- Intelligentie --- Leren --- Motivatie (leerling) --- Neurofysiologie --- Ontwikkeling --- Persoonlijkheid --- Psychologie --- Waarneming --- Zenuwstelsel --- Zintuigen --- Psychologie - Inleidingen - Hand- en leerboeken --- (zie ook: interactief leren) --- (zie ook: ontwikkelingspychologie) --- Inleidingen --- Man --- Volwassene --- 410 --- psychologie

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#PEDA *018.162 <493-17> --- Algemene psychologie --- handboeken en inleidingen --- handboeken en inleidingen. --- Psychology—Methodology. --- Psychological measurement. --- Psycholinguistics. --- Educational psychology. --- Education—Psychology. --- Psychological Methods/Evaluation. --- Educational Psychology. --- Education --- Psychology --- Language, Psychology of --- Language and languages --- Psychology of language --- Speech --- Linguistics --- Thought and thinking --- Measurement, Mental --- Measurement, Psychological --- Psychological measurement --- Psychological scaling --- Psychological statistics --- Psychometry (Psychophysics) --- Scaling, Psychological --- Psychological tests --- Scaling (Social sciences) --- Psychological aspects --- Measurement --- Scaling --- Methodology

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Not long ago, projections of how office technologies would revolutionize the production of documents in a high-tech future carriedmany promises. The paper­ less office and the seamless and problem-free sharing of texts and other work materials among co-workers werejust around the corner, we were told. To anyone who has been involved in putting together a volume of the present kind, such forecasts will be met with considerable skepticism, if not outright distrust. The diskette, the email, the fax, the net, and all the other forms of communication that are now around are powerful assets, but they do not in any way reduce the flow of paper or the complexity of coordinating activities involved in producing an artifact such as a book. Instead, the reverse seems to be true. Obviously, the use of such tools requires considerable skill at the center of coordination, to borrow an expression from a chapter in this volume. As editors, we have been fortunate to have Ms. Lotta Strand, Linkoping University, at the center of the distributed activity that producing this volume has required over the last few years. With her considerable skill and patience, Ms. Strand and her work provide a powerful illustration of the main thrust of most of the chapters in this volume: Practice is a coordination of thinking and action, and many things had to be kept in mind during the production of this volume.

discourse --- tools --- reasoning --- situated cognition --- cognition --- NATO --- Cognition and culture --- Cognition --- Cognitive learning theory --- Learning, Psychology of --- Algemene psychologie --- Congresses. --- algemene overzichten --- discourse. --- tools. --- reasoning. --- situated cognition. --- cognition. --- NATO. --- algemene overzichten. --- Discourse. --- Tools. --- Reasoning. --- Situated cognition. --- Cognition. --- Congresses --- Learning [Psychology of ] --- Cognitive psychology. --- Education. --- User interfaces (Computer systems). --- Education—Data processing. --- Computers and civilization. --- Cognitive Psychology. --- Education, general. --- User Interfaces and Human Computer Interaction. --- Computers and Education. --- Computers and Society. --- Civilization and computers --- Civilization --- Interfaces, User (Computer systems) --- Human-machine systems --- Human-computer interaction --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Psychology, Cognitive --- Cognitive science --- Psychology --- Education --- Cognitive theory of learning