Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... concepts in cognitive structure is exemplified by the immediate ( per- ceptual ) comprehension of the meanings of previously learned and already meaningful concepts and propositions when they are encountered on sub- sequent occasions ...
... concepts in cognitive structure is exemplified by the immediate ( per- ceptual ) comprehension of the meanings of previously learned and already meaningful concepts and propositions when they are encountered on sub- sequent occasions ...
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... 9 Vygotsky's term for assimilated concepts in contradistinction to concepts acquired by concept formation ( " spontaneous concepts " ) . In operating with spontaneous concepts the child is not conscious Acquisition and Use of Concepts 111.
... 9 Vygotsky's term for assimilated concepts in contradistinction to concepts acquired by concept formation ( " spontaneous concepts " ) . In operating with spontaneous concepts the child is not conscious Acquisition and Use of Concepts 111.
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... concepts that the child acquires in school , the relationship to an object is mediated from the start by some other concept . . . . A superordinate concept implies the existence of a series of subordinate concepts , and it also ...
... concepts that the child acquires in school , the relationship to an object is mediated from the start by some other concept . . . . A superordinate concept implies the existence of a series of subordinate concepts , and it also ...
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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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