Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... specific relevance for this age period . Again , however , no amount of motivation would suffice to effect the change in question in the absence of the necessary genic potentialities and sup- portive experience . General and Specific ...
... specific relevance for this age period . Again , however , no amount of motivation would suffice to effect the change in question in the absence of the necessary genic potentialities and sup- portive experience . General and Specific ...
˹éÒ 241
... specific developmental changes in cognitive capacity in addition to specific changes in subject - matter readi- ness . As a result of experience in studying a given discipline , pupils not only learn particular ideas that facilitate the ...
... specific developmental changes in cognitive capacity in addition to specific changes in subject - matter readi- ness . As a result of experience in studying a given discipline , pupils not only learn particular ideas that facilitate the ...
˹éÒ 249
... specific intellectual skills or ideas that affect the development of the former only in the aggregate . New learning is influenced both by specific prior learning and by more general developmental variables . Thus it appears that after ...
... specific intellectual skills or ideas that affect the development of the former only in the aggregate . New learning is influenced both by specific prior learning and by more general developmental variables . Thus it appears that after ...
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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