Educational Psychology: A Cognitive View |
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Syntactical functions are acquired like any concept in early childhood (through
concept formation). And there is no paradox, as some linguists assert, in
understanding how individuals can comprehend and generate an infinite number
of ...
Syntactical functions are acquired like any concept in early childhood (through
concept formation). And there is no paradox, as some linguists assert, in
understanding how individuals can comprehend and generate an infinite number
of ...
˹éÒ 320
New actual or experienced meanings are acquired and previously acquired
meanings are consolidated. The learner has another opportunity to acquire more
subtle potential meanings in the material that were partially or completely missed
on ...
New actual or experienced meanings are acquired and previously acquired
meanings are consolidated. The learner has another opportunity to acquire more
subtle potential meanings in the material that were partially or completely missed
on ...
˹éÒ 344
experience with many concrete instances of a given set of relationships before he
or she can acquire genuinely meaningful ... In older pupils, however, once a
sufficient number of basic abstract concepts is acquired, new concepts are
primarily ...
experience with many concrete instances of a given set of relationships before he
or she can acquire genuinely meaningful ... In older pupils, however, once a
sufficient number of basic abstract concepts is acquired, new concepts are
primarily ...
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Meaningful Reception Learning and Retention | 115 |
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ability abstract academic achievement acquired acquisition activities actual anxiety approach aspects assimilation attributes Ausubel become behavior changes child classroom cognitive structure complete concepts course creativity culture dependent differentiation discipline discovery educational effects evidence example existing experience facilitate fact factors findings function given greater Hence ideas important increasing individual influence instances instruction intellectual intelligence involved Journal kinds knowledge language later learner learning task less logical material matter meaningful learning meanings measure method motivation nature objectives occurs operations organizers particular performance personality positive possible potentially practice presented principles problem solving propositions Psychology pupils reason reflects relationship relatively relevant response retention rote scores situations social specific stage status subject matter success task teachers teaching tend theory tion transfer understanding variables verbal