Implications of Cognitive Theories for Optimizing Higher Education Learning
| dc.contributor.author | Ozcelik, E. | |
| dc.contributor.authorID | 115500 | tr_TR |
| dc.contributor.other | 02.04. Psikoloji | |
| dc.contributor.other | 02. Fen-Edebiyat Fakültesi | |
| dc.contributor.other | 01. Çankaya Üniversitesi | |
| dc.date.accessioned | 2021-03-15T07:26:50Z | |
| dc.date.accessioned | 2025-09-18T12:04:37Z | |
| dc.date.available | 2021-03-15T07:26:50Z | |
| dc.date.available | 2025-09-18T12:04:37Z | |
| dc.date.issued | 2020 | |
| dc.description.abstract | Cognitive theories have the potential to provide suggestions to design more effective learning environments for higher education. The goal of this chapter is to review cognitive theories and principles based on empirical findings and suggest implications for practice. Working memory theory, distributed cognition theory, dual-process theory, modulatory emotional consolidation theory, mental model theory, metacognitive theory, transfer appropriate processing principle, generation effect, testing effect, and spacing effect are presented in the current study. Based on these theoretical frameworks, novel recommendations for educational practice are suggested. © 2021, IGI Global. All rights reserved. | en_US |
| dc.identifier.citation | Özçelik, E. "Optimizing Higher Education Learning Through Activities and Assessments", Implications of cognitive theories for optimizing higher education learning, Hershey: IGI Global, 2020, pp. 38-58. | en_US |
| dc.identifier.doi | 10.4018/978-1-7998-4036-7.ch003 | |
| dc.identifier.isbn | 9781799840374 | |
| dc.identifier.isbn | 9781799840367 | |
| dc.identifier.scopus | 2-s2.0-85137102860 | |
| dc.identifier.uri | https://doi.org/10.4018/978-1-7998-4036-7.ch003 | |
| dc.identifier.uri | https://hdl.handle.net/123456789/10401 | |
| dc.language.iso | en | en_US |
| dc.publisher | IGI Global | en_US |
| dc.relation.ispartof | Optimizing Higher Education Learning Through Activities and Assessments | en_US |
| dc.rights | info:eu-repo/semantics/closedAccess | en_US |
| dc.title | Implications of Cognitive Theories for Optimizing Higher Education Learning | en_US |
| dc.title | Implications of cognitive theories for optimizing higher education learning | tr_TR |
| dc.type | Book Part | en_US |
| dspace.entity.type | Publication | |
| gdc.author.institutional | Özçelik, Erol | |
| gdc.author.scopusid | 26424777100 | |
| gdc.description.department | Çankaya University | en_US |
| gdc.description.departmenttemp | Ozcelik E., Department of psychology, Cankaya University, Turkey | en_US |
| gdc.description.endpage | 58 | en_US |
| gdc.description.publicationcategory | Kitap Bölümü - Uluslararası | en_US |
| gdc.description.startpage | 38 | en_US |
| gdc.identifier.openalex | W3042069970 | |
| gdc.openalex.fwci | 0.26072821 | |
| gdc.openalex.normalizedpercentile | 0.53 | |
| gdc.opencitations.count | 1 | |
| gdc.plumx.crossrefcites | 1 | |
| gdc.plumx.mendeley | 9 | |
| gdc.plumx.scopuscites | 1 | |
| gdc.scopus.citedcount | 1 | |
| relation.isAuthorOfPublication | 429d992d-cf07-41a7-a1c5-6238f8a93f59 | |
| relation.isAuthorOfPublication.latestForDiscovery | 429d992d-cf07-41a7-a1c5-6238f8a93f59 | |
| relation.isOrgUnitOfPublication | a992ac7e-d4b6-49ec-a865-b3e838e73b75 | |
| relation.isOrgUnitOfPublication | 28fb8edb-0579-4584-a2d4-f5064116924a | |
| relation.isOrgUnitOfPublication | 0b9123e4-4136-493b-9ffd-be856af2cdb1 | |
| relation.isOrgUnitOfPublication.latestForDiscovery | a992ac7e-d4b6-49ec-a865-b3e838e73b75 |