Stephen T. Peverly - Concepedia

Author

Stephen T. Peverly

Columbia University

Also Known As

Peverly, Stephen T., Stephen Peverly, Stephen T Peverly, Stephen T. PEVERLY, Stephen T. Peverly

Publications

1.5K

Citations

H-Index

118

Concepts

All Affiliations

Columbia University St. John's University Pennsylvania State University Beijing Normal University New York University

About

Stephen T. Peverly is an author at Columbia University specializing in education, social sciences, and cognitive science.

Top Concepts

#	Concept	H-Index	Publications	Citations
1	Education	17	21	1.1K
2	Language Studies	9	9	449
3	Health Sciences	2	2	173
4	Business	1	1	47
5	Engineering	1	1	19

Stephen T. Peverly

Publications

1.3K

Citations

H-Index

Page 1

	Year	Citations
College adults are not good at self-regulation: A study on the relationship of self-regulation, note taking, and test taking. Stephen T. Peverly, Karen E. Brobst, Mark Graham, Journal of Educational Psychology Note TakingDifficult MaterialsSocial PsychologyEducational PsychologyEducation	2003	188
What predicts skill in lecture note taking? Stephen T. Peverly, Vivek Ramaswamy, Cindy Brown, Journal of Educational Psychology Lecture RecordingLecture Note TakingCognitive ScienceEffective Lecture NoteLanguage Testing	2007	140
Knowing and teaching fractions: A cross-cultural study of American and Chinese mathematics teachers Zheng Zhou, Stephen T. Peverly, Tao Xin Contemporary Educational Psychology Teacher EducationMathematics EducationCultureCross-cultural StudyTeaching	2006	90
Both handwriting speed and selective attention are important to lecture note-taking Stephen T. Peverly, Joanna Garner, Pooja C. Vekaria Reading and Writing Lecture RecordingWriting InstructionCognitive ScienceNeurolinguisticsHandwriting	2013	86
The Relationship of Handwriting Speed, Working Memory, Language Comprehension and Outlines to Lecture Note‐taking and Test‐taking among College Students Stephen T. Peverly, Pooja C. Vekaria, Lindsay A. Reddington, Applied Cognitive Psychology NeurolinguisticsHandwritingEducationCognitionPsycholinguistics	2012	79
The self-instructive process in classroom learning contexts Margaret C. Wang, Stephen T. Peverly Contemporary Educational Psychology Instructional DesignLearning SciencesEducational PsychologyEducationClassroom Practice	1986	75
School adjustment of first‐generation Chinese‐American adolescents Zheng Zhou, Stephen T. Peverly, Tao Xin, Psychology in the Schools	2003	65
What Variables Predict Quality of Text Notes and are Text Notes Related to Performance on Different Types of Tests? Stephen T. Peverly, James Sumowski Applied Cognitive Psychology EducationCognitionPsycholinguisticsExecutive AttentionDifferent Types	2011	56
The Effects of Adjunct Questions and Feedback on Improving the Reading Comprehension Skills of Learning-Disabled Adolescents Stephen T. Peverly, Rhea Wood Contemporary Educational Psychology Reading ComprehensionReading Comprehension SkillsInclusive EducationDisabilityLanguage Acquisition	2001	56
An Investigation of the Implementation and Effects of a Full-Time Mainstreaming Program Margaret C. Wang, Stephen T. Peverly, Robert F. Randolph Remedial and Special Education Program ImplementationDisabilityEducationSoftware EngineeringRegular Classroom Settings	1984	47

Page 1