Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... evidence available . Practical implications for education based on such tenuous evidence are both scientifically and ethically questionable . In this chapter we propose to discuss the nature and Intellectual Ability 255.
... evidence available . Practical implications for education based on such tenuous evidence are both scientifically and ethically questionable . In this chapter we propose to discuss the nature and Intellectual Ability 255.
˹éÒ 266
... evidence , however , points to : ( 1 ) an initial stage ( infancy and the early preschool period ) , in which the abilities measured by intelligence tests are predominantly perceptual and sensorimotor in nature and are largely unre ...
... evidence , however , points to : ( 1 ) an initial stage ( infancy and the early preschool period ) , in which the abilities measured by intelligence tests are predominantly perceptual and sensorimotor in nature and are largely unre ...
˹éÒ 555
... evidence in support of the discovery method . This is not to say that the evidence is negative , but rather that there just is no evidence , one way or the other- notwithstanding the fact that these projects are often cited in the " dis ...
... evidence in support of the discovery method . This is not to say that the evidence is negative , but rather that there just is no evidence , one way or the other- notwithstanding the fact that these projects are often cited in the " dis ...
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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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ability abstract acquired acquisition adolescents adult advance organizers anchoring ideas anxiety aspects attitudes Ausubel behavior Child Development cognitive development cognitive structure component concept formation concept learning concrete-empirical props creativity criterial attributes curriculum developmental differentiation discipline discovery learning dissociability strength Educational Psychology effects enhance example existing experience experimental facilitate factors feedback genic Hence important individual influence instruction intellectual intelligence intrinsic motivation involved Journal of Educational Klausmeier knowledge language learner learning and retention learning material learning task less logical logical operations meaningful learning meaningfully meanings measure mental Psychology method motivation objectives overlearning particular personality Piaget potentially meaningful practice principles problem solving propositions pupils relationship relative relevant response retroactive interference role rote learning school learning scores sequentially situations social Social Psychology stage status subject matter subject-matter substantive subsumers superordinate teachers teaching tend tion tive transfer variables