Educational Psychology: A Cognitive View |
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is , the emergence of new meanings in the learner reflects the completion of a
meaningful learning process . After indicating in some detail what is involved in
this process , we shall examine more explicitly both the nature of meaning itself
and ...
is , the emergence of new meanings in the learner reflects the completion of a
meaningful learning process . After indicating in some detail what is involved in
this process , we shall examine more explicitly both the nature of meaning itself
and ...
˹éÒ 320
Obviously, another trial provides additional opportunity for the learner to interact
cognitively with the learning material and to relate the potential meanings it
embodies to his or her existing structure of knowledge. New actual or
experienced ...
Obviously, another trial provides additional opportunity for the learner to interact
cognitively with the learning material and to relate the potential meanings it
embodies to his or her existing structure of knowledge. New actual or
experienced ...
˹éÒ 339
At this point in the learning process the learner has not yet mastered sufficient
material to receive much practice benefit from unaided recitation. Further, the
provision of prompts can prevent the learning of errors and thus obviate the
necessity ...
At this point in the learning process the learner has not yet mastered sufficient
material to receive much practice benefit from unaided recitation. Further, the
provision of prompts can prevent the learning of errors and thus obviate the
necessity ...
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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