Educational Psychology: A Cognitive View |
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Heterogeneity of Instances Provided that sufficient redundancy or repetition is
present to ensure adequate unit mastery (overlearning), the defining attributes of
a concept are learned most readily when the concept is encountered in a large ...
Heterogeneity of Instances Provided that sufficient redundancy or repetition is
present to ensure adequate unit mastery (overlearning), the defining attributes of
a concept are learned most readily when the concept is encountered in a large ...
˹éÒ 114
the greater amount, and the more explicit nature, of the information conveyed by
positive instances and the smaller burden they place on memory (Braley, 1963;
Hovland & Weiss, 1953). More important perhaps is a disinclination on the part of
...
the greater amount, and the more explicit nature, of the information conveyed by
positive instances and the smaller burden they place on memory (Braley, 1963;
Hovland & Weiss, 1953). More important perhaps is a disinclination on the part of
...
˹éÒ 317
quency of repeating certain tasks (for instance, drawing a line of specified length,
estimating the length of paper strips) bears no relation to learning (improvement).
In instances where a constant-stimulus situation is repeated but the response ...
quency of repeating certain tasks (for instance, drawing a line of specified length,
estimating the length of paper strips) bears no relation to learning (improvement).
In instances where a constant-stimulus situation is repeated but the response ...
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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