{"title":"为什么每个人都说“没有新朋友”?:说唱的谚语和为什么年轻人背诵它们","authors":"Kalonji Nzinga","doi":"10.1080/07370008.2023.2240460","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":47945,"journal":{"name":"Cognition and Instruction","volume":"1 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Why Errybody Sayin ‘No New Friends’?: The Proverbs of Rap and Why Young People Recite Them\",\"authors\":\"Kalonji Nzinga\",\"doi\":\"10.1080/07370008.2023.2240460\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":47945,\"journal\":{\"name\":\"Cognition and Instruction\",\"volume\":\"1 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2023-08-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cognition and Instruction\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/07370008.2023.2240460\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognition and Instruction","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/07370008.2023.2240460","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
期刊介绍:
Among education journals, Cognition and Instruction"s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical.