Educational Psychology: A Cognitive View |
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Thus “the learner . . . approaches the second language with the mechanism of a
first language already fixed in his thought and speech, and he is by no means
expected to discard or even neglect his native tongue” (Bernard, 1951, p. 89).
Thus “the learner . . . approaches the second language with the mechanism of a
first language already fixed in his thought and speech, and he is by no means
expected to discard or even neglect his native tongue” (Bernard, 1951, p. 89).
˹éÒ 76
form of the language before the written form; and (5) insistence on exposing the
beginner to the “natural-speed rendition" of the spoken language (Ausubel,
1964a). Avoidance of the Native Language The audiolingual method seeks in all
...
form of the language before the written form; and (5) insistence on exposing the
beginner to the “natural-speed rendition" of the spoken language (Ausubel,
1964a). Avoidance of the Native Language The audiolingual method seeks in all
...
˹éÒ 217
But although the social use of language is constricted in lower-class families, it is
at least more adequate than the virtually nonexistent cognitive use of language.
Lower-class parents, unlike their middle-class counterparts, use language ...
But although the social use of language is constricted in lower-class families, it is
at least more adequate than the virtually nonexistent cognitive use of language.
Lower-class parents, unlike their middle-class counterparts, use language ...
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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