VIAF

Virtual International Authority File

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Leader 00000nz a2200037n 45 0
001 WKP|Q113109626 (VIAF cluster) (Authority/Source Record)
003 WKP
005 20241120235712.0
008 241120nneanz||abbn n and d
035 ‎‡a (WKP)Q113109626‏
024 ‎‡a 57184835100‏ ‎‡2 scopus‏
035 ‎‡a (OCoLC)Q113109626‏
043 ‎‡c US‏
100 0 ‎‡a John B. Black‏ ‎‡9 sq‏
375 ‎‡a 1‏ ‎‡2 iso5218‏
400 0 ‎‡a John B. Black‏ ‎‡c American professor of telecommunications and education‏ ‎‡9 en‏
670 ‎‡a Author's Analog Imagery in Mental Model Reasoning: Depictive Models‏
670 ‎‡a Author's Applying grounded coordination challenges to concrete learning materials: A study of number line estimation‏
670 ‎‡a Author's Conceptually congruent actions can promote thought‏
670 ‎‡a Author's Coordinating Gesture, Word, and Diagram: Explanations for Experts and Novices‏
670 ‎‡a Author's Direct manipulation is better than passive viewing for learning anatomy in a three-dimensional virtual reality environment‏
670 ‎‡a Author's Elementary Students’ Performance and Perceptions of Robot Coding and Debugging: Embodied Approach in Practice‏
670 ‎‡a Author's Factors to consider when designing effective learning: Infusing computational thinking in mathematics to support thinking-doing‏
670 ‎‡a Author's Formation of spatial thinking skills through different training methods‏
670 ‎‡a Author's Identifying the impact of domain knowledge and cognitive style on web-based information search behavior‏
670 ‎‡a Author's Incorporating haptic feedback in simulation for learning physics‏
670 ‎‡a Author's Integrating intuitive and novel grounded concepts in a dynamic geometry learning environment‏
670 ‎‡a Author's Inter-level Scaffolding and Sequences of Representational Activities in Teaching a Chemical System with Graphical Simulations‏
670 ‎‡a Author's Introducing Computational Thinking to Young Learners: Practicing Computational Perspectives Through Embodiment in Mathematics Education‏
670 ‎‡a Author's Knowledge-Based Instruction: Teaching Problem Solving in a Logo Learning Environment‏
670 ‎‡a Author's Mindful movements matter: differentiating active body movements in underprivileged students’ learning of physics concepts‏
670 ‎‡a Author's Perceptual factors and learning in digital environments‏
670 ‎‡a Author's Reinforcing outpatient medical student learning using brief computer tutorials: the Patient-Teacher-Tutorial sequence‏
670 ‎‡a Author's Shaping the sensory experience in digital environments: modality, congruency, and learning‏
670 ‎‡a Author's Shuttling between depictive models and abstract rules: Induction and fallback‏
670 ‎‡a Author's Software Psychology: The Need for an Interdisciplinary Program‏
670 ‎‡a Author's Structure and Development of Plans in Computer Text Editing‏
670 ‎‡a Author's The Development of Cognitive Skills To Support Inquiry Learning‏
670 ‎‡a Author's The Different Benefits from Different Gestures in Understanding a Concept‏
670 ‎‡a Author's The Psychology of Questions‏
670 ‎‡a Author's Thematic knowledge in story understanding‏
670 ‎‡a Author's To Understand Is to Forgive: Learning a Simple Model of Appraisal Leads to Emotion Knowledge Transfer and Enhances Emotional Acceptance and Empathy‏
670 ‎‡a Author's Tracing the evolution of knowledge structures‏
670 ‎‡a Author's Understanding expository text: A theoretical and practical handbook for analyzing explanatory text‏
670 ‎‡a Author's Unplugged Debugging Activities for Developing Young Learners’ Debugging Skills‏
909 ‎‡a (scopus) 57184835100‏ ‎‡9 1‏
919 ‎‡a unpluggeddebuggingactivitiesfordevelopingyounglearnersdebuggingskills‏ ‎‡A Unplugged Debugging Activities for Developing Young Learners’ Debugging Skills‏ ‎‡9 1‏
919 ‎‡a understandingexpositorytextatheoreticalandpracticalhandbookforanalyzingexplanatorytext‏ ‎‡A Understanding expository text: A theoretical and practical handbook for analyzing explanatory text‏ ‎‡9 1‏
919 ‎‡a tracingtheevolutionofknowledgestructures‏ ‎‡A Tracing the evolution of knowledge structures‏ ‎‡9 1‏
919 ‎‡a tounderstandistoforgivelearningasimplemodelofappraisalleadstoemotionknowledgetransferandenhancesemotionalacceptanceandempathy‏ ‎‡A To Understand Is to Forgive: Learning a Simple Model of Appraisal Leads to Emotion Knowledge Transfer and Enhances Emotional Acceptance and Empathy‏ ‎‡9 1‏
919 ‎‡a thematicknowledgeinstoryunderstanding‏ ‎‡A Thematic knowledge in story understanding‏ ‎‡9 1‏
919 ‎‡a psychologyofquestions‏ ‎‡A The Psychology of Questions‏ ‎‡9 1‏
919 ‎‡a differentbenefitsfromdifferentgesturesinunderstandingaconcept‏ ‎‡A The Different Benefits from Different Gestures in Understanding a Concept‏ ‎‡9 1‏
919 ‎‡a developmentofcognitiveskillstosupportinquirylearning‏ ‎‡A The Development of Cognitive Skills To Support Inquiry Learning‏ ‎‡9 1‏
919 ‎‡a structureanddevelopmentofplansincomputertextediting‏ ‎‡A Structure and Development of Plans in Computer Text Editing‏ ‎‡9 1‏
919 ‎‡a shuttlingbetweendepictivemodelsandabstractrulesinductionandfallback‏ ‎‡A Shuttling between depictive models and abstract rules: Induction and fallback‏ ‎‡9 1‏
919 ‎‡a shapingthesensoryexperienceindigitalenvironmentsmodalitycongruencyandlearning‏ ‎‡A Shaping the sensory experience in digital environments: modality, congruency, and learning‏ ‎‡9 1‏
919 ‎‡a reinforcingoutpatientmedicalstudentlearningusingbriefcomputertutorialsthepatientteachertutorialsequence‏ ‎‡A Reinforcing outpatient medical student learning using brief computer tutorials: the Patient-Teacher-Tutorial sequence‏ ‎‡9 1‏
919 ‎‡a perceptualfactorsandlearningindigitalenvironments‏ ‎‡A Perceptual factors and learning in digital environments‏ ‎‡9 1‏
919 ‎‡a mindfulmovementsmatterdifferentiatingactivebodymovementsinunderprivilegedstudentslearningofphysicsconcepts‏ ‎‡A Mindful movements matter: differentiating active body movements in underprivileged students’ learning of physics concepts‏ ‎‡9 1‏
919 ‎‡a knowledgebasedinstructionteachingproblemsolvinginalogolearningenvironment‏ ‎‡A Knowledge-Based Instruction: Teaching Problem Solving in a Logo Learning Environment‏ ‎‡9 1‏
919 ‎‡a introducingcomputationalthinkingtoyounglearnerspracticingcomputationalperspectivesthroughembodimentinmathematicseducation‏ ‎‡A Introducing Computational Thinking to Young Learners: Practicing Computational Perspectives Through Embodiment in Mathematics Education‏ ‎‡9 1‏
919 ‎‡a interlevelscaffoldingandsequencesofrepresentationalactivitiesinteachingachemicalsystemwithgraphicalsimulations‏ ‎‡A Inter-level Scaffolding and Sequences of Representational Activities in Teaching a Chemical System with Graphical Simulations‏ ‎‡9 1‏
919 ‎‡a integratingintuitiveandnovelgroundedconceptsinadynamicgeometrylearningenvironment‏ ‎‡A Integrating intuitive and novel grounded concepts in a dynamic geometry learning environment‏ ‎‡9 1‏
919 ‎‡a incorporatinghapticfeedbackinsimulationforlearningphysics‏ ‎‡A Incorporating haptic feedback in simulation for learning physics‏ ‎‡9 1‏
919 ‎‡a identifyingtheimpactofdomainknowledgeandcognitivestyleonwebbasedinformationsearchbehavior‏ ‎‡A Identifying the impact of domain knowledge and cognitive style on web-based information search behavior‏ ‎‡9 1‏
919 ‎‡a formationofspatialthinkingskillsthroughdifferenttrainingmethods‏ ‎‡A Formation of spatial thinking skills through different training methods‏ ‎‡9 1‏
919 ‎‡a factorstoconsiderwhendesigningeffectivelearninginfusingcomputationalthinkinginmathematicstosupportthinkingdoing‏ ‎‡A Factors to consider when designing effective learning: Infusing computational thinking in mathematics to support thinking-doing‏ ‎‡9 1‏
919 ‎‡a elementarystudentsperformanceandperceptionsofrobotcodinganddebuggingembodiedapproachinpractice‏ ‎‡A Elementary Students’ Performance and Perceptions of Robot Coding and Debugging: Embodied Approach in Practice‏ ‎‡9 1‏
919 ‎‡a directmanipulationisbetterthanpassiveviewingforlearninganatomyina3dimensionalvirtualrealityenvironment‏ ‎‡A Direct manipulation is better than passive viewing for learning anatomy in a three-dimensional virtual reality environment‏ ‎‡9 1‏
919 ‎‡a coordinatinggesturewordanddiagramexplanationsforexpertsandnovices‏ ‎‡A Coordinating Gesture, Word, and Diagram: Explanations for Experts and Novices‏ ‎‡9 1‏
919 ‎‡a conceptuallycongruentactionscanpromotethought‏ ‎‡A Conceptually congruent actions can promote thought‏ ‎‡9 1‏
919 ‎‡a applyinggroundedcoordinationchallengestoconcretelearningmaterialsastudyofnumberlineestimation‏ ‎‡A Applying grounded coordination challenges to concrete learning materials: A study of number line estimation‏ ‎‡9 1‏
919 ‎‡a analogimageryinmentalmodelreasoningdepictivemodels‏ ‎‡A Analog Imagery in Mental Model Reasoning: Depictive Models‏ ‎‡9 1‏
919 ‎‡a softwarepsychologytheneedforaninterdisciplinaryprogram‏ ‎‡A Software Psychology: The Need for an Interdisciplinary Program‏ ‎‡9 1‏
946 ‎‡a b‏ ‎‡9 1‏
947 ‎‡a US‏ ‎‡9 1‏
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997 ‎‡a 0 0 lived 0 0‏ ‎‡9 1‏
998 ‎‡a Black, John B.‏ ‎‡q (John Benjamin),‏ ‎‡2 J9U|987007452220605171‏ ‎‡3 viafid‏ ‎‡3 title: (0.78, 'understandingexpositorytext', 'understandingexpositorytextatheoreticalandpracticalhandbookforanalyzingexplanatorytext')‏
998 ‎‡a Black‏ ‎‡b John Benjamin‏ ‎‡2 BNF|12687170‏ ‎‡3 exact title: (1.00, 'psychologyofquestions', 'psychologyofquestions')‏
998 ‎‡a Black, John B.‏ ‎‡q (John Benjamin),‏ ‎‡2 LC|n 84010345‏ ‎‡3 exact title: (1.00, 'understandingexpositorytextatheoreticalandpracticalhandbookforanalyzingexplanatorytext', 'understandingexpositorytextatheoreticalandpracticalhandbookforanalyzingexplanatorytext')‏
998 ‎‡a Black, John B.‏ ‎‡2 BIBSYS|90379496‏ ‎‡3 exact title: (1.00, 'psychologyofquestions', 'psychologyofquestions')‏ ‎‡3 viafid‏
998 ‎‡a Black, John Benjamin,‏ ‎‡2 SUDOC|055275079‏ ‎‡3 exact title: (1.00, 'understandingexpositorytextatheoreticalandpracticalhandbookforanalyzingexplanatorytext', 'understandingexpositorytextatheoreticalandpracticalhandbookforanalyzingexplanatorytext')‏
998 ‎‡a Black, John Benjamin,‏ ‎‡2 NTA|070888760‏ ‎‡3 exact title: (1.00, 'understandingexpositorytextatheoreticalandpracticalhandbookforanalyzingexplanatorytext', 'understandingexpositorytextatheoreticalandpracticalhandbookforanalyzingexplanatorytext')‏
998 ‎‡a Black, John B.‏ ‎‡2 NUKAT|n 01716423‏ ‎‡3 title: (0.76, 'knowledgestructures', 'tracingtheevolutionofknowledgestructures')‏ ‎‡3 viafid‏