Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... Factors in Learning " ( Chapters 5-10 ) , considers cogni- tive structure variables , developmental readiness , intellectual ability , prac- tice , and instructional materials . Part III , " Affective and Social Factors in Learning ...
... Factors in Learning " ( Chapters 5-10 ) , considers cogni- tive structure variables , developmental readiness , intellectual ability , prac- tice , and instructional materials . Part III , " Affective and Social Factors in Learning ...
˹éÒ 260
... factors never been empirically demonstrated , but also most of the demonstrated factors have not been shown to have any predictive significance for academic achievement , vocational accomplishment , or anything else . The low ...
... factors never been empirically demonstrated , but also most of the demonstrated factors have not been shown to have any predictive significance for academic achievement , vocational accomplishment , or anything else . The low ...
˹éÒ 464
... factors that impinge on the learn- ing process . Since pupils are members of a classroom group , their motivation for learning , the kinds of motivations they exhibit , and their social behavior , personality development , and the ...
... factors that impinge on the learn- ing process . Since pupils are members of a classroom group , their motivation for learning , the kinds of motivations they exhibit , and their social behavior , personality development , and the ...
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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