Educational Psychology: A Cognitive View |
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In Chapter 5, readiness, as a developmental mode of cognitive functioning, was
differentiated from the readiness that reflects possession of particular subject-
matter knowledge, or adequate subject-matter sophistication, for particular
learning ...
In Chapter 5, readiness, as a developmental mode of cognitive functioning, was
differentiated from the readiness that reflects possession of particular subject-
matter knowledge, or adequate subject-matter sophistication, for particular
learning ...
˹éÒ 220
to justify the particular graded series of learning tasks that children are set in
Montessori schools (Rambusch, 1962). More recently it has been invoked by
advocates of the proposition that young children can learn many intellectual skills
and ...
to justify the particular graded series of learning tasks that children are set in
Montessori schools (Rambusch, 1962). More recently it has been invoked by
advocates of the proposition that young children can learn many intellectual skills
and ...
˹éÒ 241
Hence the individual passes through the concrete stage of functioning in this
particular subject-matter area much more rapidly than would be the case were he
or she first emerging from the stage of concrete logical operations.
Hence the individual passes through the concrete stage of functioning in this
particular subject-matter area much more rapidly than would be the case were he
or she first emerging from the stage of concrete logical operations.
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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