Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... activities in instructional planning might obviate any chance for concept differentiation or integrative reconciliation . We can schematize . this starting dilemma in curriculum and instructional planning as shown in Figure 10.8 . We ...
... activities in instructional planning might obviate any chance for concept differentiation or integrative reconciliation . We can schematize . this starting dilemma in curriculum and instructional planning as shown in Figure 10.8 . We ...
˹éÒ 478
... activities , but also tend to resent such adult - controlled training institutions as the home , the school , and vari- ous youth organizations . The reason stems from the fact that these insti- tutions conduct their training functions ...
... activities , but also tend to resent such adult - controlled training institutions as the home , the school , and vari- ous youth organizations . The reason stems from the fact that these insti- tutions conduct their training functions ...
˹éÒ 545
... activities are very much like learning activities that foster meaningful learning as described by assimila- tion theory . " But this is not very true in the case of mathemagenically oriented re- search that uses adjunct questions either ...
... activities are very much like learning activities that foster meaningful learning as described by assimila- tion theory . " But this is not very true in the case of mathemagenically oriented re- search that uses adjunct questions either ...
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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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ability abstract acquired acquisition adolescents adult advance organizers anchoring ideas anxiety aspects attitudes Ausubel behavior Child Development cognitive development cognitive structure component concept formation concept learning concrete-empirical props creativity criterial attributes curriculum developmental differentiation discipline discovery learning dissociability strength Educational Psychology effects enhance example existing experience experimental facilitate factors feedback genic Hence important individual influence instruction intellectual intelligence intrinsic motivation involved Journal of Educational Klausmeier knowledge language learner learning and retention learning material learning task less logical logical operations meaningful learning meaningfully meanings measure mental Psychology method motivation objectives overlearning particular personality Piaget potentially meaningful practice principles problem solving propositions pupils relationship relative relevant response retroactive interference role rote learning school learning scores sequentially situations social Social Psychology stage status subject matter subject-matter substantive subsumers superordinate teachers teaching tend tion tive transfer variables