Educational Psychology: A Cognitive View |
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The reality we experience psychologically is related only indirectly to the physical
properties of our environment and to our sensory correlates. Reality, figuratively
speaking, is experienced through a conceptual or categorical filter. That is, the ...
The reality we experience psychologically is related only indirectly to the physical
properties of our environment and to our sensory correlates. Reality, figuratively
speaking, is experienced through a conceptual or categorical filter. That is, the ...
˹éÒ 209
On the other hand, when a pupil is prematurely exposed to a learning task before
he is adequately ready for it, he not only fails to learn the task in question (or
learns it with undue difficulty), but also learns from this experience to fear, dislike,
...
On the other hand, when a pupil is prematurely exposed to a learning task before
he is adequately ready for it, he not only fails to learn the task in question (or
learns it with undue difficulty), but also learns from this experience to fear, dislike,
...
˹éÒ 344
experience with many concrete instances of a given set of relationships before he
or she can acquire genuinely meaningful concepts and generalizations. Thus, an
attempt was made to teach factual information and intellectual skills through ...
experience with many concrete instances of a given set of relationships before he
or she can acquire genuinely meaningful concepts and generalizations. Thus, an
attempt was made to teach factual information and intellectual skills through ...
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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