Educational Psychology: A Cognitive View |
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As already stated, it is our view that the basic role of educational psychology, in
the educational enterprise, is to deal with the nature, conditions, and evaluation
of classroom or subjectmatter learning along with the factors that influence it.
As already stated, it is our view that the basic role of educational psychology, in
the educational enterprise, is to deal with the nature, conditions, and evaluation
of classroom or subjectmatter learning along with the factors that influence it.
˹éÒ 632
Journal of Educational Psychology , 1961 , 52 , 286,291 . Amos , R. T. , &
Washington , R. M. A comparison of pupil and teacher perceptions of pupil
problems . Journal of Educational Psychology , 1960 , 51 , 255,258 . Amster , H.
Effect of ...
Journal of Educational Psychology , 1961 , 52 , 286,291 . Amos , R. T. , &
Washington , R. M. A comparison of pupil and teacher perceptions of pupil
problems . Journal of Educational Psychology , 1960 , 51 , 255,258 . Amster , H.
Effect of ...
˹éÒ 688
Palermo, D. S., & Malfese, D. L. Language acquisition from age five onwards.
Psychological Bulletin, 1972, 78(6), 409–428. Paradowski, W. Effect of curiosity
on incidental learning. Journal of Educational Psychology, 1967, 58(1), 50–55.
Palermo, D. S., & Malfese, D. L. Language acquisition from age five onwards.
Psychological Bulletin, 1972, 78(6), 409–428. Paradowski, W. Effect of curiosity
on incidental learning. Journal of Educational Psychology, 1967, 58(1), 50–55.
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Knowledge | 64 |
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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 necessary 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