Educational Psychology: A Cognitive View |
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On the other hand, it also contributes to general changes in cognitive readiness
that are, at least in part, independent of the kind of subject matter studied. For
example, the study of elementary-school science prepares pupils for high-school
...
On the other hand, it also contributes to general changes in cognitive readiness
that are, at least in part, independent of the kind of subject matter studied. For
example, the study of elementary-school science prepares pupils for high-school
...
˹éÒ 275
It is hardly likely that discriminable changes in IQ will be found following
improvement in an environment that is already reasonably adequate from the
standpoint of intellectual stimulation and motivation. Before changes in IQ can be
validly ...
It is hardly likely that discriminable changes in IQ will be found following
improvement in an environment that is already reasonably adequate from the
standpoint of intellectual stimulation and motivation. Before changes in IQ can be
validly ...
˹éÒ 574
Developmental Changes in Problem Solving Developmental changes in problem
solving reflect all of the age trends described for cognitive functioning as a whole
and, more particularly, those occurring in concept acquisition. Especially in the ...
Developmental Changes in Problem Solving Developmental changes in problem
solving reflect all of the age trends described for cognitive functioning as a whole
and, more particularly, those occurring in concept acquisition. Especially in the ...
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Meaningful Reception Learning and Retention | 115 |
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ability abstract academic achievement acquired acquisition activities actual anxiety approach aspects assimilation attributes Ausubel become behavior changes child classroom cognitive structure complete concepts course creativity culture dependent differentiation discipline discovery educational effects evidence example existing experience facilitate fact factors findings function given greater Hence ideas important increasing individual influence instances instruction intellectual intelligence involved Journal kinds knowledge language later learner learning task less logical material matter meaningful learning meanings measure method motivation nature objectives occurs operations organizers particular performance personality positive possible potentially practice presented principles problem solving propositions Psychology pupils reason reflects relationship relatively relevant response retention rote scores situations social specific stage status subject matter success task teachers teaching tend theory tion transfer understanding variables verbal