Psychology in Teaching, Learning, and Growth |
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Page 8
... suggests that only a small part of our mental life ( perceptions , feelings , thoughts ) is contained at a conscious ... suggest that the brain is fairly humming with unconscious thoughts and emotions that shape the direction of ...
... suggests that only a small part of our mental life ( perceptions , feelings , thoughts ) is contained at a conscious ... suggest that the brain is fairly humming with unconscious thoughts and emotions that shape the direction of ...
Page 143
... suggesting that smartness is not always associated with quickness . First , it is well documented that a reflective ... suggests that persons who are more highly intelligent tend to spend , relatively , more time than less intelligent ...
... suggesting that smartness is not always associated with quickness . First , it is well documented that a reflective ... suggests that persons who are more highly intelligent tend to spend , relatively , more time than less intelligent ...
Page 161
... suggests that by the end of any given stage of cognitive development , most normally developing children are able to do most of the intellectual tasks associated with that stage . Hence , we would expect to find the greatest variability ...
... suggests that by the end of any given stage of cognitive development , most normally developing children are able to do most of the intellectual tasks associated with that stage . Hence , we would expect to find the greatest variability ...
Contents
TOWARD DEVELOPING A PSYCHOLOGICAL FRAMEWORK | 1 |
Psychological Models for Understanding and Interpreting Behavior | 37 |
TOWARD UNDERSTANDING GROWTH DYNAMICS INVOLVED | 73 |
Copyright | |
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ability academic achievement adolescence adults approach associated B. F. Skinner basic behave behavioristic better boys brain chapter characteristics child classroom concept criterion-referenced testing critical developmental differences discovery learning Educational Psychology Educational Research effective teachers elementary emotional encourage enhance environment evaluation exam example expectations experience extrinsic failure feedback feel girls goals grade growth Hamachek high school human behavior humanistic humanistic psychology idea important individual influence intellectual intelligence interaction intrinsic motivation involved Jean Piaget Journal Kohlberg less long-term memory look Mastery Learning material means measure ment moral development negative norm-referenced testing objectives one's overview particular peer percent performance person Piaget's possible praise problems Psychology questions reading reason relationships response Review rewards scores self-actualization self-concept self-esteem self-fulfilling prophecy sense short-term memory skills social specific stage strategies success suggest task teaching tend theory things tion understand York