Educational Psychology: A Cognitive View |
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narily be solved by incorporating “a representation of the criterial characteristics
of [a] situation [or] a contentless depiction of the ideal case" (Bruner, 1960) and
then ignoring the loss of specific content that occurs. The main purpose of
learning ...
narily be solved by incorporating “a representation of the criterial characteristics
of [a] situation [or] a contentless depiction of the ideal case" (Bruner, 1960) and
then ignoring the loss of specific content that occurs. The main purpose of
learning ...
˹éÒ 141
The most extreme example of disinhibition occurs during hypnosis, when
restriction of the learner's field of awareness reduces the competing effect of
alternative memory systems to a bare minimum (Rosenthal, 1944). Reminiscence
(the ...
The most extreme example of disinhibition occurs during hypnosis, when
restriction of the learner's field of awareness reduces the competing effect of
alternative memory systems to a bare minimum (Rosenthal, 1944). Reminiscence
(the ...
˹éÒ 225
They argue that: (1) the transition between these stages occurs gradually rather
than abruptly; (2) variability exists both ... (3) fluctuations occur over time in the
level of cognitive functioning manifested by a given child; (4) the transition to the
...
They argue that: (1) the transition between these stages occurs gradually rather
than abruptly; (2) variability exists both ... (3) fluctuations occur over time in the
level of cognitive functioning manifested by a given child; (4) the transition to the
...
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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