Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... fact that using teaching method X facilitates learning . But the practical value of such knowledge is quite limited ... facts upon which , as facts , all agree ; in this case , the issue often is not one to trouble the practical person ...
... fact that using teaching method X facilitates learning . But the practical value of such knowledge is quite limited ... facts upon which , as facts , all agree ; in this case , the issue often is not one to trouble the practical person ...
˹éÒ 478
... fact that a distinct ado- lescent subculture exists , and that the values of this subculture are partly at variance with those of the adult community . This alienation is a source of concern for the school because it extends beyond such ...
... fact that a distinct ado- lescent subculture exists , and that the values of this subculture are partly at variance with those of the adult community . This alienation is a source of concern for the school because it extends beyond such ...
˹éÒ 602
... fact that educational objectives have been vaguely stated in the past or that measurement of educational outcomes has hitherto focused on relatively trivial aspects of school learning does not mean that this must necessarily be the case ...
... fact that educational objectives have been vaguely stated in the past or that measurement of educational outcomes has hitherto focused on relatively trivial aspects of school learning does not mean that this must necessarily be the case ...
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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