Educational Psychology: A Cognitive View |
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phenomenology. Researchers. in these fields have no objection, of course, if
their findings are applied to practical problems which have social value; in fact,
there is reason to believe that they are motivated to some extent by this
consideration.
phenomenology. Researchers. in these fields have no objection, of course, if
their findings are applied to practical problems which have social value; in fact,
there is reason to believe that they are motivated to some extent by this
consideration.
˹éÒ 197
This kind of learning presupposes, of course, that the preceding step is always
clear, stable, and well-organized. If it is not, the learning of all subsequent steps
is jeopardized. Thus, new material in the sequence should never be introduced ...
This kind of learning presupposes, of course, that the preceding step is always
clear, stable, and well-organized. If it is not, the learning of all subsequent steps
is jeopardized. Thus, new material in the sequence should never be introduced ...
˹éÒ 343
In an introductory course, simplification of content—without teaching wrong ideas
that have to be unlearned later—is always justifiable and indicated. This can be
accomplished by simply presenting more general and less complete versions of ...
In an introductory course, simplification of content—without teaching wrong ideas
that have to be unlearned later—is always justifiable and indicated. This can be
accomplished by simply presenting more general and less complete versions of ...
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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