Educational Psychology: A Cognitive View |
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More important than what pupils know at the end of the sixth, eighth, and twelfth
grades is the extent of their knowledge at ages 25, 40, and 60, as well as their
ability and desire both to learn more and to apply their knowledge fruitfully in
adult ...
More important than what pupils know at the end of the sixth, eighth, and twelfth
grades is the extent of their knowledge at ages 25, 40, and 60, as well as their
ability and desire both to learn more and to apply their knowledge fruitfully in
adult ...
˹éÒ 398
It becomes decreasingly important as the child approaches adolescence . Ego -
enhancement motivation reflects the need for the earned status achieved by
one's own competence or performance ability . It becomes increasingly important
...
It becomes decreasingly important as the child approaches adolescence . Ego -
enhancement motivation reflects the need for the earned status achieved by
one's own competence or performance ability . It becomes increasingly important
...
˹éÒ 598
In evaluating a student's test scores, it is important to judge him in terms of his or
her own ability level, in terms of his or her relative performance among peers (
norm-referenced measures), and, most important, against an absolute standard
of ...
In evaluating a student's test scores, it is important to judge him in terms of his or
her own ability level, in terms of his or her relative performance among peers (
norm-referenced measures), and, most important, against an absolute standard
of ...
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Meaningful Reception Learning and Retention | 115 |
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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 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