Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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˹éÒ 148
... meaningfully ( poetry , prose , and observations of pictorial matter ) is learned much more rapidly than are arbitrary series of digits or nonsense syllables ( Glaze , 1928 ; Lyon , 1914 ; Reed , 1938 ) . The same difference holds true ...
... meaningfully ( poetry , prose , and observations of pictorial matter ) is learned much more rapidly than are arbitrary series of digits or nonsense syllables ( Glaze , 1928 ; Lyon , 1914 ; Reed , 1938 ) . The same difference holds true ...
˹éÒ 149
... meaningfully learned by these students . Both types of evidence lead one to believe that the discouraging picture of forgetting the vast majority of subject - matter learnings , which certainly characterizes most students today , is not ...
... meaningfully learned by these students . Both types of evidence lead one to believe that the discouraging picture of forgetting the vast majority of subject - matter learnings , which certainly characterizes most students today , is not ...
˹éÒ 150
... meaningfully learned material is mastered better to begin with , more incorporated meanings are available at any subsequent time when re- tention is tested . This is the case even if rote and meaningful retention proc- esses themselves ...
... meaningfully learned material is mastered better to begin with , more incorporated meanings are available at any subsequent time when re- tention is tested . This is the case even if rote and meaningful retention proc- esses themselves ...
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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