Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... verbal concepts and propositions are forms of empty verbalism unless the learner has recent prior experience with the realities to which these verbal constructs refer ( Brownell & Hendrickson , 1950 ; Brownell & Sims , 1946 ; Romey ...
... verbal concepts and propositions are forms of empty verbalism unless the learner has recent prior experience with the realities to which these verbal constructs refer ( Brownell & Hendrickson , 1950 ; Brownell & Sims , 1946 ; Romey ...
˹éÒ 222
... verbal and mechanical ability , but at age 16 they are superior only on the verbal tests ( Havighurst & Janke , 1944 ; Janke & Havighurst , 1945 ) . Furthermore , the verbal ability scores of boys who drop out of school at the age of 17 ...
... verbal and mechanical ability , but at age 16 they are superior only on the verbal tests ( Havighurst & Janke , 1944 ; Janke & Havighurst , 1945 ) . Furthermore , the verbal ability scores of boys who drop out of school at the age of 17 ...
˹éÒ 253
... verbal under- standings that are qualitatively superior to and more transferable than intuitive understandings . Therefore one might reasonably ask why the secondary school has not placed greater emphasis on more abstract and verbal ...
... verbal under- standings that are qualitatively superior to and more transferable than intuitive understandings . Therefore one might reasonably ask why the secondary school has not placed greater emphasis on more abstract and verbal ...
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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