Educational Psychology: A Cognitive View |
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During the preoperational stage the child is limited to the acquisition of primary
concepts—those concepts whose ... Generally speaking the first of these two
operations is performed during the hypothesis-testing aspect of concept
formation.
During the preoperational stage the child is limited to the acquisition of primary
concepts—those concepts whose ... Generally speaking the first of these two
operations is performed during the hypothesis-testing aspect of concept
formation.
˹éÒ 111
They concluded that if particular attributes of a concept cannot be stated in a way
that is understandable to the learner it is ... One should recognize the highly
significant interaction that takes place between many assimilated concepts and
their ...
They concluded that if particular attributes of a concept cannot be stated in a way
that is understandable to the learner it is ... One should recognize the highly
significant interaction that takes place between many assimilated concepts and
their ...
˹éÒ 112
In operating with spontaneous concepts the child is not conscious of them
because his attention is always centered on the object to which the concept
refers , never on the act of thought itself . ... A concept can become subject to
consciousness ...
In operating with spontaneous concepts the child is not conscious of them
because his attention is always centered on the object to which the concept
refers , never on the act of thought itself . ... A concept can become subject to
consciousness ...
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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