Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... relatively difficult to isolate independent factors . In contrast to the eight " primary abilities " that he was able to identify in a population of adolescents and young adults , Thurstone was able to isolate only five comparable ...
... relatively difficult to isolate independent factors . In contrast to the eight " primary abilities " that he was able to identify in a population of adolescents and young adults , Thurstone was able to isolate only five comparable ...
˹éÒ 278
... relatively poor genic endowment and ( 2 ) to progressively greater test disadvantage as intelligence tests place increasing emphasis on verbal abilities . Further , despite the so - called “ leveling effect " of the institutional ...
... relatively poor genic endowment and ( 2 ) to progressively greater test disadvantage as intelligence tests place increasing emphasis on verbal abilities . Further , despite the so - called “ leveling effect " of the institutional ...
˹éÒ 315
... relatively quickly , and since the forgetting of meaningfully learned materials takes place relatively slowly , much of the potentially facilitating effects of frequency can be used more profitably for review than for original learning ...
... relatively quickly , and since the forgetting of meaningfully learned materials takes place relatively slowly , much of the potentially facilitating effects of frequency can be used more profitably for review than for original learning ...
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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