Educational Psychology: A Cognitive View |
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If the latter two conditions are not met , performance is an underestimate of
capacity . Any subsequent improvement in score that is attributable to correction
of test disadvantage or inadequate test motivation reflects a gain in performance
rather ...
If the latter two conditions are not met , performance is an underestimate of
capacity . Any subsequent improvement in score that is attributable to correction
of test disadvantage or inadequate test motivation reflects a gain in performance
rather ...
˹éÒ 619
The first method judges a student's performance against the standard of his or
her own ability level as determined by his or ... The second method assesses the
adequacy of performance in relation to that of one's peers; it is necessary both for
...
The first method judges a student's performance against the standard of his or
her own ability level as determined by his or ... The second method assesses the
adequacy of performance in relation to that of one's peers; it is necessary both for
...
˹éÒ 622
Such work samples include field experiences, laboratory skills, clinical
performance, drawings, themes, research reports, gymnastic or musical
performance, the use of tools, art or shop products, typing and stenographic
performance, and so ...
Such work samples include field experiences, laboratory skills, clinical
performance, drawings, themes, research reports, gymnastic or musical
performance, the use of tools, art or shop products, typing and stenographic
performance, and so ...
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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