Educational Psychology: A Cognitive View |
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If this is done there is good reason to believe that students can retain over a
lifetime most of the important ideas they learned in school. At the very least one
would expect them to be able to relearn, in short order and with relatively little
effort, ...
If this is done there is good reason to believe that students can retain over a
lifetime most of the important ideas they learned in school. At the very least one
would expect them to be able to relearn, in short order and with relatively little
effort, ...
˹éÒ 216
Both for this reason and because of the high noise level of his home, his auditory
discrimination tends to be poor. Unlike the middle-class child, he receives little
corrective feedback regarding his enunciation, pronunciation, and grammar ...
Both for this reason and because of the high noise level of his home, his auditory
discrimination tends to be poor. Unlike the middle-class child, he receives little
corrective feedback regarding his enunciation, pronunciation, and grammar ...
˹éÒ 303
Havighurst ( 1970 ) contends , however , that the really important reason that
these children do not learn is that teachers have not applied to classroom
learning Thorndike's ' law of effect " ( which is a discredited and simplistic theory
of learning ...
Havighurst ( 1970 ) contends , however , that the really important reason that
these children do not learn is that teachers have not applied to classroom
learning Thorndike's ' law of effect " ( which is a discredited and simplistic theory
of learning ...
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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