Educational Psychology: A Cognitive View |
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This aspect of learning set reflects both general methodological sophistication in
approaching a given learning task or attacking a particular type of problem ( "
learning to learn " ) and an appropriate performance attitude or momentary state
of ...
This aspect of learning set reflects both general methodological sophistication in
approaching a given learning task or attacking a particular type of problem ( "
learning to learn " ) and an appropriate performance attitude or momentary state
of ...
˹éÒ 367
Amount of Material : Task Size The amount of material contained in a given
learning task — that is , the relative size of the task — is an important
consideration in planning instruction and in arranging practice schedules . Task
size influences ...
Amount of Material : Task Size The amount of material contained in a given
learning task — that is , the relative size of the task — is an important
consideration in planning instruction and in arranging practice schedules . Task
size influences ...
˹éÒ 628
Meaningful learning: the acquisition of new meanings; it presupposes a
meaningful learning set and a potentially meaningful learning task (that is, a task
that can be related in nonarbitrary, substantive fashion to what the learner
already ...
Meaningful learning: the acquisition of new meanings; it presupposes a
meaningful learning set and a potentially meaningful learning task (that is, a task
that can be related in nonarbitrary, substantive fashion to what the learner
already ...
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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