Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... status and primarily accepts a status dependent on that of the superordinate party ( parent ) . The child identifies in a dependent sense with the parent's status ; and the superordinate party , in turn , accepts the child as an ...
... status and primarily accepts a status dependent on that of the superordinate party ( parent ) . The child identifies in a dependent sense with the parent's status ; and the superordinate party , in turn , accepts the child as an ...
˹éÒ 474
... status , the peer group is in an excellent position to demand conformity from him or her as the price of its acceptance . Much more so than children or adults , adolescents are desperately dependent on the peer group for whatever status ...
... status , the peer group is in an excellent position to demand conformity from him or her as the price of its acceptance . Much more so than children or adults , adolescents are desperately dependent on the peer group for whatever status ...
˹éÒ 478
... status , but they do not typically regard it as a legitimate basis for high status in the peer group or as a value worth striving for in its own right ( Coleman , 1961 ; Marks , 1954 ) . What are some of the origins of this adult ...
... status , but they do not typically regard it as a legitimate basis for high status in the peer group or as a value worth striving for in its own right ( Coleman , 1961 ; Marks , 1954 ) . What are some of the origins of this adult ...
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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