Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... tend to perceive the stimulus world more in general , abstract , and categorical terms and less in tangible , time - bound , and particularized contexts ( Gollin , 1958 ; Piaget , 1950 , 1954a ; Serra , 1953 ) . 2. They demonstrate ...
... tend to perceive the stimulus world more in general , abstract , and categorical terms and less in tangible , time - bound , and particularized contexts ( Gollin , 1958 ; Piaget , 1950 , 1954a ; Serra , 1953 ) . 2. They demonstrate ...
˹éÒ 441
... tend to feel threatened by unfamiliar ideas . By the same token , novel learning tasks and methods of instruction should be presented to them gradually , with as much prefamiliarization as possible ( Ausubel , Schiff , & Goldman , 1953 ) ...
... tend to feel threatened by unfamiliar ideas . By the same token , novel learning tasks and methods of instruction should be presented to them gradually , with as much prefamiliarization as possible ( Ausubel , Schiff , & Goldman , 1953 ) ...
˹éÒ 505
... 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 rated more ...
... 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 rated more ...
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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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