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In light of salient measurement and evaluation issues a content analysis approach was chosen to assess the value and problem of applying Piagetian theory to early childhood education. Focal changes in implementation were analyzed with emphasis upon the so-called unique contributions of the theory to teaching goals, beliefs, understandings, and practices. Structuralism was compared favorably with learning theory in providing a conceptual basis for educational application. The inherently dialectical nature of Piaget's views of knowledge presents an intuitively appealing albeit conceptually and methodologically abstract approach to educational innovation. It was concluded that applying Piagetian theory to education, in agreement with these special developmental dynamics, involves an interactively changing theory and data base as teachers and children develop over time. 相似文献
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European Journal of Psychology of Education - 相似文献
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Claire E. Weinstein Walter E. Cubberly Frank C. Richardson 《Contemporary educational psychology》1982,7(2):107-112
The effect of test anxiety on learning superficial and deep level tasks was examined. Ninety college students classified as either high or low test-anxious learned a paired-associate word list using either a superficial level or a deep level processing strategy. The results indicated that on the superficial level processing task, the performance of the low test-anxious students was not significantly different from that of the high test-anxious students, while on the deep level processing task the performance of the low test-anxious students was significantly better than the performance of the high test-anxious students. The results are discussed in the context of a cognitive-attentional theory of test anxiety and the mechanisms by which test anxiety may disrupt performance. 相似文献
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Marc T. Braverman Frank H. Farley 《Educational technology research and development : ETR & D》1978,26(4):321-327
The authors present a study of comprehension as a function of the stimulation-seeking motive in relation to the degree of
structure involved in information presented in film. While no significant effects were obtained in measuring comprehension
of verbal and pictorial stimuli and literal and inferential processing, the stimulation-seeking motive may have had a moderating
effect on the relationship among memory or information-processing systems. This would indicate possible differential-encoding
or information-processing strategies between individuals high and low in the stimulation-seeking motive. 相似文献