Educational Psychology: A Cognitive View |
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Skinner, 1938, 1958; E. L. Thorndike, 1931; Trowbridge & Cason, 1932) tend to
attribute the effects of feedback largely to reinforcement or to the direct
strengthening effect of drive reduction on the responses that are instrumental in
obtaining ...
Skinner, 1938, 1958; E. L. Thorndike, 1931; Trowbridge & Cason, 1932) tend to
attribute the effects of feedback largely to reinforcement or to the direct
strengthening effect of drive reduction on the responses that are instrumental in
obtaining ...
˹éÒ 423
These facilitating effects of aversive motivation undoubtedly more than
counterbalance the negative impact of failure experience on the long-term
strength of the underlying motivation and on task attractiveness. However, when
experience of ...
These facilitating effects of aversive motivation undoubtedly more than
counterbalance the negative impact of failure experience on the long-term
strength of the underlying motivation and on task attractiveness. However, when
experience of ...
˹éÒ 424
To explain these findings it is necessary only to invoke the typical energizing and
expediting effects of motivation on learning. We have already considered why
incidental practice, in the sense of being unstructured and uncontrived, rather
than ...
To explain these findings it is necessary only to invoke the typical energizing and
expediting effects of motivation on learning. We have already considered why
incidental practice, in the sense of being unstructured and uncontrived, rather
than ...
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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