418 Pages · 1.94 mb ·
Psychology Children & Youth
- Active, meaningful encoding. Encoding is most effective when it is active and meaningful (Craik & Lockhart, 1972; Craik & Tulving, 1975; McNamara & Healy, 1995). Students tend to learn more if they actively carry out key encoding processes themselves, instead of having teachers do the cognitive work for them. For example, students are likely to learn more if they come up with their own explanations or elaborations than if teachers provide all the explanations and elaborations for them (Willoughby et al., 2000). Similarly, students are likely to learn more if they imagine visual images themselves than if teachers provide pictures of visual images (cf. Kinjo & Snodgrass, 2000). (Page 46) - BIOLOGY OF THE VERTEBRATES (Page 141) - BIOLOGY OF THE VERTEBRATES (Page 141) - Examples and Nonexamples. To help you clearly understand the concept, I will next show you some examples and nonexamples that should help you focus on the key features of authentic assessment. (Page 186) - Motivation = Value of Goal x Expectation of Success (Page 202) - Motivation = Value of Goal x Expectation of Success (Page 208) - Abramovic & Ulay, Rest Energy (performance art) (Page 371)