Educational Psychology: A Cognitive View |
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˹éÒ 240
Both general and specific motivational explanations (Inhelder & Piaget, 1958)
have been advanced to account for the transition from the concreteoperational to
the abstract-operational stage. Desire to obtain greater meaning out of
experience ...
Both general and specific motivational explanations (Inhelder & Piaget, 1958)
have been advanced to account for the transition from the concreteoperational to
the abstract-operational stage. Desire to obtain greater meaning out of
experience ...
˹éÒ 241
In other words, growth in cognitive development always proceeds at two levels
concomitantly—specific and general. Experience in learning any subject matter
produces general as well as specific developmental changes in cognitive
capacity ...
In other words, growth in cognitive development always proceeds at two levels
concomitantly—specific and general. Experience in learning any subject matter
produces general as well as specific developmental changes in cognitive
capacity ...
˹éÒ 249
Englemann (1967), for example, taught formal operations to young children
through a training procedure and concluded therefrom that “the ability to handle
formal operations is a function of specific instruction and not of development.
Englemann (1967), for example, taught formal operations to young children
through a training procedure and concluded therefrom that “the ability to handle
formal operations is a function of specific instruction and not of development.
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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