Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... difficulty or item discrimination required for the questions raised . Many of the conflicting results as to whether advance organizers favor high- ability or low - ability students might be explained by the range of item difficulties on ...
... difficulty or item discrimination required for the questions raised . Many of the conflicting results as to whether advance organizers favor high- ability or low - ability students might be explained by the range of item difficulties on ...
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... difficulty ) , but also learns from this experience to fear , dislike , and avoid the task . Up to this point , the principle of readiness - the idea that attained developmental capacity limits and influences an individual's ability to ...
... difficulty ) , but also learns from this experience to fear , dislike , and avoid the task . Up to this point , the principle of readiness - the idea that attained developmental capacity limits and influences an individual's ability to ...
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... difficulty to another . Some overlapping and specificity are inevitable whenever development is determined by mul- tiple , variable factors . A particular 12 - year - old may use formal logical operations in a science course in October ...
... difficulty to another . Some overlapping and specificity are inevitable whenever development is determined by mul- tiple , variable factors . A particular 12 - year - old may use formal logical operations in a science course in October ...
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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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