Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 79
หน้า 137
... hence the mere availability of the subsumers in memory does not make possible a reconstruction of the substance of the forgotten material . The same situation exists when new superordinate and combina- torial meanings are forgotten . In ...
... hence the mere availability of the subsumers in memory does not make possible a reconstruction of the substance of the forgotten material . The same situation exists when new superordinate and combina- torial meanings are forgotten . In ...
หน้า 225
... Hence , the psychological plausibility and freshness of the general outlines of his theory tend to become engulfed by a welter of logical gym- nastics and abstruse , disorganized speculation . Criteria of Developmental Stages The ...
... Hence , the psychological plausibility and freshness of the general outlines of his theory tend to become engulfed by a welter of logical gym- nastics and abstruse , disorganized speculation . Criteria of Developmental Stages The ...
หน้า 538
... hence concede that there is also room for good expository teaching in the schools . In practice , how- ever , this concession counts for little , because in the very next breath they claim that the acquisition of actual knowledge is ...
... hence concede that there is also room for good expository teaching in the schools . In practice , how- ever , this concession counts for little , because in the very next breath they claim that the acquisition of actual knowledge is ...
เนื้อหา
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