Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... approach in educational research , therefore , is subject to many serious disadvantages . Its relevance is remote and indirect because it is not oriented toward solving educational problems . Its findings , if rele- vant , are ...
... approach in educational research , therefore , is subject to many serious disadvantages . Its relevance is remote and indirect because it is not oriented toward solving educational problems . Its findings , if rele- vant , are ...
˹éÒ 75
... Approach The great popularity of audiolingual methods in second - language learn- ing today is more than just an overreaction to previous pedogogic tech- niques that concentrated almost exclusively on reading , translation , and ...
... Approach The great popularity of audiolingual methods in second - language learn- ing today is more than just an overreaction to previous pedogogic tech- niques that concentrated almost exclusively on reading , translation , and ...
˹éÒ 574
... approach can be said to be characteristic of children at a designated stage of intel- lectual development ; both are ... approach , but this is so only because their greater capacity for abstract thinking makes such an approach more ...
... approach can be said to be characteristic of children at a designated stage of intel- lectual development ; both are ... approach , but this is so only because their greater capacity for abstract thinking makes such an approach more ...
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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