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Peer reviewed Peer reviewed
ERIC Number: EJ546620
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0098-6283
Reading in the Undergraduate Psychology Curriculum.
Steuer, Faye B.
Teaching of Psychology, v23 n4 p226-30 Dec 1996
Provides an overview of the recent research concerning the application, benefits, and deficiencies regarding critical-reading skills and college instruction. Discusses how reading skills support cognitive processes necessary for acquiring psychological knowledge. Delineates the differences between narrative (story-like, believable) reading and paradigmatic (formal, logical) reading. (MJP)
Descriptors: Cognitive Processes, Critical Thinking, Educational Background, Intellectual Development, Knowledge Level, Literacy, Minimum Competencies, Psychology, Reading Improvement, Reading Skills, Reading Writing Relationship, Student Characteristics, Student Improvement, Student Needs, Thinking Skills, Undergraduate Study
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Bruner (Jerome S)