Educational Psychology: A Cognitive View |
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Readiness may be general in the sense that an individual manifests a certain
level of cognitive functioning required for a wide range of intellectual activities.
On the other hand, it may be limited to the highly particularized cognitive
capacities ...
Readiness may be general in the sense that an individual manifests a certain
level of cognitive functioning required for a wide range of intellectual activities.
On the other hand, it may be limited to the highly particularized cognitive
capacities ...
˹éÒ 269
Thus, while some fluctuation in test score occurs in individual growth curves,
most individuals tend to retain the same relative position in the group throughout
the adolescent period (Freeman & Flory, 1937). In extreme instances, of course, ...
Thus, while some fluctuation in test score occurs in individual growth curves,
most individuals tend to retain the same relative position in the group throughout
the adolescent period (Freeman & Flory, 1937). In extreme instances, of course, ...
˹éÒ 468
This, at least, appears to be the case for cohesive groups composed of high-IQ
but not of low-IQ individuals (Lott & Lott, 1966). ... In a small group each individual
can make a contribution and thereby increase his problem-solving skills.
This, at least, appears to be the case for cohesive groups composed of high-IQ
but not of low-IQ individuals (Lott & Lott, 1966). ... In a small group each individual
can make a contribution and thereby increase his problem-solving skills.
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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