Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... measure on the age of the pupil in question . The weight of the evidence indicates that intelligence consists of both a general or unitary ability and a constellation of discrete and separately measurable abilities or aptitudes . The ...
... measure on the age of the pupil in question . The weight of the evidence indicates that intelligence consists of both a general or unitary ability and a constellation of discrete and separately measurable abilities or aptitudes . The ...
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... measures what it purports to measure . It can be ascertained by the prima - facie relevance and representativeness of the content of a test for the knowledge or skills it purports to measure , by its predic- tive value for later subject ...
... measures what it purports to measure . It can be ascertained by the prima - facie relevance and representativeness of the content of a test for the knowledge or skills it purports to measure , by its predic- tive value for later subject ...
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... measure and the kinds of competencies or understandings that purportedly reflect such knowledge . Concurrent validity is present when test scores correlate reasonably well with some contemporaneous criterion of behavior , preferably ...
... measure and the kinds of competencies or understandings that purportedly reflect such knowledge . Concurrent validity is present when test scores correlate reasonably well with some contemporaneous criterion of behavior , preferably ...
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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