Educational Psychology: A Cognitive View |
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the formal organization of the subject-matter content of a given discipline, as set
forth in authoritative statements in generally accepted textbooks and monographs
, on the one hand, and the organized, internalized representation of this ...
the formal organization of the subject-matter content of a given discipline, as set
forth in authoritative statements in generally accepted textbooks and monographs
, on the one hand, and the organized, internalized representation of this ...
˹éÒ 190
It also corresponds to the postulated way in which this knowledge is represented,
organized, and stored in the human ... (2) An individual's organization of the
content of a particular subject-matter discipline in his own mind consists of a ...
It also corresponds to the postulated way in which this knowledge is represented,
organized, and stored in the human ... (2) An individual's organization of the
content of a particular subject-matter discipline in his own mind consists of a ...
˹éÒ 369
Organizers versus Intramaterial Organization Organizers also have certain
inherent advantages both over various kinds ... the material) and over any
existing subsumers within cognitive structure that could be used for
organizational purposes.
Organizers versus Intramaterial Organization Organizers also have certain
inherent advantages both over various kinds ... the material) and over any
existing subsumers within cognitive structure that could be used for
organizational purposes.
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Knowledge | 64 |
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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 necessary 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