Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... actual realities to which they refer in the physical world and of the actual conscious experiences which these realities evoke in the narrator . When someone , for example , tells us that he or she sees a " house , " that person is not ...
... actual realities to which they refer in the physical world and of the actual conscious experiences which these realities evoke in the narrator . When someone , for example , tells us that he or she sees a " house , " that person is not ...
˹éÒ 320
... actual or experienced meanings are acquired and previously acquired meanings are consolidated . The learner has ... actual rather than merely potential meaning on sec- ond reading . Hence , on the second trial , actual rather than ...
... actual or experienced meanings are acquired and previously acquired meanings are consolidated . The learner has ... actual rather than merely potential meaning on sec- ond reading . Hence , on the second trial , actual rather than ...
˹éÒ 354
... actual learning outcomes " can be evaluated . The actual learning outcomes are a product of the instructional system as manifested by the learners . Information ob- tained from evaluation can in turn be used to redesign the curriculum ...
... actual learning outcomes " can be evaluated . The actual learning outcomes are a product of the instructional system as manifested by the learners . Information ob- tained from evaluation can in turn be used to redesign the curriculum ...
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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