Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... performance is an un- derestimate 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 than a gain in capacity ...
... performance is an un- derestimate 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 than a gain in capacity ...
˹éÒ 619
... performance against the standard of his or her own ability level as determined by his or her score on an aptitude test , a pretest , a prior achievement test , or an initial achieve- ment test in the course . This is important for both ...
... performance against the standard of his or her own ability level as determined by his or her score on an aptitude test , a pretest , a prior achievement test , or an initial achieve- ment test in the course . This is important for both ...
˹éÒ 622
... performance , the use of tools , art or shop products , typing and stenographic performance , and so forth . They constitute much more direct and valid criteria of the competences involved than do short - answer or discussion ...
... performance , the use of tools , art or shop products , typing and stenographic performance , and so forth . They constitute much more direct and valid criteria of the competences involved than do short - answer or discussion ...
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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