Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... teachers . These premises , however , are in conflict with two widely held propositions about the nature of teaching . One is that knowledge of a given subject automatically confers competence in the teaching of that subject . The ...
... teachers . These premises , however , are in conflict with two widely held propositions about the nature of teaching . One is that knowledge of a given subject automatically confers competence in the teaching of that subject . The ...
˹éÒ 503
... teacher's vagueness . Vagueness on the part of the teachers was shown to decrease as their knowledge of subject matter increased . It stands to reason that teachers who display skill , imagination , and sensitivity in organizing ...
... teacher's vagueness . Vagueness on the part of the teachers was shown to decrease as their knowledge of subject matter increased . It stands to reason that teachers who display skill , imagination , and sensitivity in organizing ...
˹éÒ 505
... teachers tend to score high on the Minnesota Teacher Attitude Inventory , which is keyed in this direction , and to promote more wholesome self- concepts in elementary - school pupils ( Spaulding , 1963 ) . Warm teachers tend to be ...
... teachers tend to score high on the Minnesota Teacher Attitude Inventory , which is keyed in this direction , and to promote more wholesome self- concepts in elementary - school pupils ( Spaulding , 1963 ) . Warm teachers tend to be ...
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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