Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... subject - matter content , on more adequate depth of coverage , on consonance with recent advances in knowl- edge , and on more valid measurement of learning outcomes . Such move- ments flourished in the 1960s and are much less ...
... subject - matter content , on more adequate depth of coverage , on consonance with recent advances in knowl- edge , and on more valid measurement of learning outcomes . Such move- ments flourished in the 1960s and are much less ...
˹éÒ 241
... subject - matter area encountered - even after he or she reaches the abstract stage of development on an overall basis . Second , once the individual attains this latter general stage , however , the transition to abstract cognitive ...
... subject - matter area encountered - even after he or she reaches the abstract stage of development on an overall basis . Second , once the individual attains this latter general stage , however , the transition to abstract cognitive ...
˹éÒ 502
... subject being taught . Yet there are no really adequate measures of a teacher's actual grasp of his or her subject - matter field in terms of such crucial dimensions as compre- hensiveness ; cogency ; stability ; lucidity and precision ...
... subject being taught . Yet there are no really adequate measures of a teacher's actual grasp of his or her subject - matter field in terms of such crucial dimensions as compre- hensiveness ; cogency ; stability ; lucidity and precision ...
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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