Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... Learning In reception learning ( rote or meaningful ) the entire content of what is to be learned is presented to the learner in final form . The learning task does not involve any independent discovery on the student's part . The ...
... Learning In reception learning ( rote or meaningful ) the entire content of what is to be learned is presented to the learner in final form . The learning task does not involve any independent discovery on the student's part . The ...
˹éÒ 50
... learning — that is , the acquisition of new meanings - would be already ac- complished , by definition , before any learning was ever attempted . It is true , of course , that in most potentially meaningful learning tasks , the ...
... learning — that is , the acquisition of new meanings - would be already ac- complished , by definition , before any learning was ever attempted . It is true , of course , that in most potentially meaningful learning tasks , the ...
˹éÒ 628
... learning experience , that is , increments that are attributable to genic influences affecting the neuroanatomical ... task ( that is , a task that can be related in nonarbitrary , substantive fashion to what the learner already knows ) ...
... learning experience , that is , increments that are attributable to genic influences affecting the neuroanatomical ... task ( that is , a task that can be related in nonarbitrary , substantive fashion to what the learner already knows ) ...
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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