Educational Psychology: A Cognitive View |
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Similarly, understanding functionally the distinctive syntactic properties of words
in a sentence is also a cognitive problem to the same child. It presupposes both
minimal mastery of the syntactic code and of the ability to apply such knowledge
...
Similarly, understanding functionally the distinctive syntactic properties of words
in a sentence is also a cognitive problem to the same child. It presupposes both
minimal mastery of the syntactic code and of the ability to apply such knowledge
...
˹éÒ 121
Even then their understanding tends to be intuitive and somewhat particularistic
rather than precise, explicit, and truly abstract. Reception learning at this stage is
also limited by the lack of higher-order abstract concepts in cognitive structure to
...
Even then their understanding tends to be intuitive and somewhat particularistic
rather than precise, explicit, and truly abstract. Reception learning at this stage is
also limited by the lack of higher-order abstract concepts in cognitive structure to
...
˹éÒ 314
Factors other than understanding are also implicated in the outcome of problem-
solving activities. On the other hand, educational psychologists implicitly accept
the concept of a “learning curve,” in which they plot gradual increments in ...
Factors other than understanding are also implicated in the outcome of problem-
solving activities. On the other hand, educational psychologists implicitly accept
the concept of a “learning curve,” in which they plot gradual increments in ...
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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