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The Theory of Directed Graphs [microform] : Some Applications to Research on Teaching / Richard J. Shavelson
Bib ID 5219660
Format BookBook, MicroformMicroform, OnlineOnline
Author
Shavelson, Richard J
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1971 
36 p. 
Summary

The concept of structure has become a central concern in the study of human perception, learning, memory, and recall. The purpose of this paper is to present a method for analyzing structure--the theory of directed graphs--and to review research on teaching that has employed this method to investigate input structure, memory structure, or both. To this end, the paper is divided into two parts. The first part presents fundamental concepts of the theory of directed graphs--digraphs: the axiom system, types of digraphs, adjacency, reachability, connectedness, distance, and vulnerability. In the second part, research is reviewed in which content structure, cognitive structure, and the correspondence between these structures are examined with implications for the teaching-learning process. Throughout this review, implications for further research on teaching using digraphs are set forth. (Author/RT)

Notes

Sponsoring Agency: Office of Education (DHEW), Washington, DC.

Contract Number: OEC-6-10-078.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Cognitive Processes.  |  Educational Research.  |  Graphs.  |  Interaction Process Analysis.  |  Structural Analysis.  |  Teaching.  |  Directed Graphs  |  Digraphs
Other authors/contributors Stanford Univ., CA. Stanford Center for Research and Development in Teaching
Available From ERIC 
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001 5219660
005 20181019152213.0
007 he u||024||||
008 080220s1971    xxu ||| b     ||| | eng d
035 |9(ericd)ED049192
037 |aED049192|bERIC
040 |aericd|beng|cericd|dMvI
088 |aR&D-Memo-71
091 |amfm
100 1 |aShavelson, Richard J.
245 1 4 |aThe Theory of Directed Graphs|h[microform] :|bSome Applications to Research on Teaching /|cRichard J. Shavelson.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1971.
300 |a36 p.
500 |aSponsoring Agency: Office of Education (DHEW), Washington, DC.|5ericd
500 |aContract Number: OEC-6-10-078.|5ericd
520 |aThe concept of structure has become a central concern in the study of human perception, learning, memory, and recall. The purpose of this paper is to present a method for analyzing structure--the theory of directed graphs--and to review research on teaching that has employed this method to investigate input structure, memory structure, or both. To this end, the paper is divided into two parts. The first part presents fundamental concepts of the theory of directed graphs--digraphs: the axiom system, types of digraphs, adjacency, reachability, connectedness, distance, and vulnerability. In the second part, research is reviewed in which content structure, cognitive structure, and the correspondence between these structures are examined with implications for the teaching-learning process. Throughout this review, implications for further research on teaching using digraphs are set forth. (Author/RT)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aCognitive Processes.|2ericd
650 1 7 |aEducational Research.|2ericd
650 1 7 |aGraphs.|2ericd
650 1 7 |aInteraction Process Analysis.|2ericd
650 1 7 |aStructural Analysis.|2ericd
650 0 7 |aTeaching.|2ericd
653 1 |aDirected Graphs
653 0 |aDigraphs
710 2 |aStanford Univ., CA. Stanford Center for Research and Development in Teaching.
856 4 1 |uhttps://eric.ed.gov/?id=ED049192
984 |aANL|cmc 2253 ED049192|d77000000056797
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