Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... function of the school , although constituting a legitimate objective of education in its own right , is less central than its related transmission - of - knowledge function . This is true in terms of the amount of time that can be ...
... function of the school , although constituting a legitimate objective of education in its own right , is less central than its related transmission - of - knowledge function . This is true in terms of the amount of time that can be ...
˹éÒ 69
... function in the sentence ( subject , object , verb ) , furnishes addi- tional semantic information that contributes to the understanding of propo- sitional meaning . As a matter of fact , one often needs to know the syn- tactical function ...
... function in the sentence ( subject , object , verb ) , furnishes addi- tional semantic information that contributes to the understanding of propo- sitional meaning . As a matter of fact , one often needs to know the syn- tactical function ...
˹éÒ 361
... function of quality of existing or developed relevant subsumers , and motivation for learning . Transfer of learning to new problem - solving situations will be a function of the degree of concept differentiation , superordinate ...
... function of quality of existing or developed relevant subsumers , and motivation for learning . Transfer of learning to new problem - solving situations will be a function of the degree of concept differentiation , superordinate ...
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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