Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... scores on preschool tests show a moderate ( .46 to .66 ) and progressively increasing correlation with scores determined at the age of 7 ( J. E. Anderson , 1939 ; Honzik et al . , 1948 ) . But it is not until the age of school entrance ...
... scores on preschool tests show a moderate ( .46 to .66 ) and progressively increasing correlation with scores determined at the age of 7 ( J. E. Anderson , 1939 ; Honzik et al . , 1948 ) . But it is not until the age of school entrance ...
˹éÒ 616
... scores spread out thinly ) and less discrimination at the middle part of the scale ( where many scores are bunched together ) ; whereas a rectangular distribution of scores ( an equal number of scores at all points on the scale ) ...
... scores spread out thinly ) and less discrimination at the middle part of the scale ( where many scores are bunched together ) ; whereas a rectangular distribution of scores ( an equal number of scores at all points on the scale ) ...
˹éÒ 619
... scores . The first method judges a student's performance against the standard of his or her own ability level as ... scores furnish both kinds of measures . Raw scores or percentage scores serve as the individual's own standard of ...
... scores . The first method judges a student's performance against the standard of his or her own ability level as ... scores furnish both kinds of measures . Raw scores or percentage scores serve as the individual's own standard of ...
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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