Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 56
หน้า 223
... Piaget , 1950 , 1954a ; Serra , 1953 ) . 2. They demonstrate increasing ability to comprehend and manipulate abstract verbal symbols and relationships , and to employ abstract classifi- catory schemata ( Inhelder & Piaget , 1958 ; Piaget ...
... Piaget , 1950 , 1954a ; Serra , 1953 ) . 2. They demonstrate increasing ability to comprehend and manipulate abstract verbal symbols and relationships , and to employ abstract classifi- catory schemata ( Inhelder & Piaget , 1958 ; Piaget ...
หน้า 231
... Piaget's system also tend to give it an anti- educational flavor . First , Piaget is concerned solely with the development of thought as opposed to comprehension . Thus what he has to say about development lacks relevance for much of ...
... Piaget's system also tend to give it an anti- educational flavor . First , Piaget is concerned solely with the development of thought as opposed to comprehension . Thus what he has to say about development lacks relevance for much of ...
หน้า 689
... Piaget , J. Judgment and reasoning in the child . New York : Harcourt , 1928 . Piaget , J. The child's conception of the world . London : Routledge , 1929 . Piaget , J. The child's conception of physical causality . New York : Harcourt ...
... Piaget , J. Judgment and reasoning in the child . New York : Harcourt , 1928 . Piaget , J. The child's conception of the world . London : Routledge , 1929 . Piaget , J. The child's conception of physical causality . New York : Harcourt ...
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