Educational Psychology: A Cognitive View |
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Thus they could shed light on the pedagogically more significant issue of how
different aspects of practice influence the meaningful learning and retention of
related new material . Unfortunately , most of our knowledge about the effects of ...
Thus they could shed light on the pedagogically more significant issue of how
different aspects of practice influence the meaningful learning and retention of
related new material . Unfortunately , most of our knowledge about the effects of ...
˹éÒ 326
empirical evidence is available regarding the effects of distributed practice on
learning and retention than regarding the comparable effects of simple frequency
of practice. Generally speaking, the evidence supports the conclusion that ...
empirical evidence is available regarding the effects of distributed practice on
learning and retention than regarding the comparable effects of simple frequency
of practice. Generally speaking, the evidence supports the conclusion that ...
˹éÒ 327
Mechanism of Action The facilitating effect of distributed practice has been
explained in terms of perseveration, work decrement, motivational, and forgetting
theories. According to perseveration theorists, massed trials provide no
opportunity for ...
Mechanism of Action The facilitating effect of distributed practice has been
explained in terms of perseveration, work decrement, motivational, and forgetting
theories. According to perseveration theorists, massed trials provide no
opportunity for ...
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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