Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... tive simplicity or complexity and for broad or narrow categorization ; ( 4 ) degree of openness to new information ; ( 5 ) general personality aspects of dogmatism ; and ( 6 ) degree of tolerance for ambiguity ( avoidance of " premature ...
... tive simplicity or complexity and for broad or narrow categorization ; ( 4 ) degree of openness to new information ; ( 5 ) general personality aspects of dogmatism ; and ( 6 ) degree of tolerance for ambiguity ( avoidance of " premature ...
˹éÒ 194
... tive structure . But this , of course , is merely a special case of rote learn- ing . Through much overlearning , relatively stable incorporation may be achieved , at least for examination purposes . However , the fabric of knowl- edge ...
... tive structure . But this , of course , is merely a special case of rote learn- ing . Through much overlearning , relatively stable incorporation may be achieved , at least for examination purposes . However , the fabric of knowl- edge ...
˹éÒ 421
... tive reinforcing effect on drive - reducing learning outcomes ( thereby in- creasing their later availability or the probability of their recurrence ) and how this effect is mediated are exceedingly complex and controversial topics ...
... tive reinforcing effect on drive - reducing learning outcomes ( thereby in- creasing their later availability or the probability of their recurrence ) and how this effect is mediated are exceedingly complex and controversial topics ...
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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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