Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... abstract propositions without the aid of concrete - empirical props . Even then their understanding tends to be intui- tive and somewhat particularistic rather than precise , explicit , and truly abstract . Reception learning at this ...
... abstract propositions without the aid of concrete - empirical props . Even then their understanding tends to be intui- tive and somewhat particularistic rather than precise , explicit , and truly abstract . Reception learning at this ...
˹éÒ 235
... abstract propositions and secondary concepts respectively . With the advent of logical operations , and particularly of the operation of reversibility , conservation is exhibited ( Eifermann & Etzion , 1964 ; Piaget , 1950 , 1952 ...
... abstract propositions and secondary concepts respectively . With the advent of logical operations , and particularly of the operation of reversibility , conservation is exhibited ( Eifermann & Etzion , 1964 ; Piaget , 1950 , 1952 ...
˹éÒ 252
... abstract propositions . This developmental shift has far - reaching implications for teaching methods and curricular practices in the secondary school . Once developing individuals reach the abstract stage of cognitive func- tioning ...
... abstract propositions . This developmental shift has far - reaching implications for teaching methods and curricular practices in the secondary school . Once developing individuals reach the abstract stage of cognitive func- tioning ...
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The Role and Scope of Educational Psychology | 3 |
Language and Cognitive Functioning | 71 |
Meaningful Reception Learning and Retention | 115 |
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