Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... instruction.1 Until relatively recently the only variables taken into account were scores on a general or differ- ential test of intellectual ability . Similarly when programmed instruction enthusiasts entered the field of ...
... instruction.1 Until relatively recently the only variables taken into account were scores on a general or differ- ential test of intellectual ability . Similarly when programmed instruction enthusiasts entered the field of ...
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... Instruction The highly complex logistical task of individualizing instruction for each pupil in terms of the pupil's differential abilities and aptitudes , cognitive style , personality traits , existing preconceptions , and current ...
... Instruction The highly complex logistical task of individualizing instruction for each pupil in terms of the pupil's differential abilities and aptitudes , cognitive style , personality traits , existing preconceptions , and current ...
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... instructional modules . Tutorial Instruction From the standpoint of assimilation theory , tutorial instruction could be the most effective method of teaching . In tutorial instruction with a single learner , it is theoretically possible ...
... instructional modules . Tutorial Instruction From the standpoint of assimilation theory , tutorial instruction could be the most effective method of teaching . In tutorial instruction with a single learner , it is theoretically possible ...
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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