Educational Psychology: A Cognitive View |
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86 Chapter 3 The Acquisition and Use of Concepts The Nature of Concepts
Problems in the Acquisition and Use of Concepts The Nature of Generic Meaning
Conceptual Terms and Cognitive Content Concepts and the Structure of
Disciplines ...
86 Chapter 3 The Acquisition and Use of Concepts The Nature of Concepts
Problems in the Acquisition and Use of Concepts The Nature of Generic Meaning
Conceptual Terms and Cognitive Content Concepts and the Structure of
Disciplines ...
˹éÒ 92
Problems in the Acquisition and Use of Concepts In considering the role of
concepts or generic meanings in human cognitive functioning, it is evident that
two quite different kinds of psychological problems require explanation. First,
there is the ...
Problems in the Acquisition and Use of Concepts In considering the role of
concepts or generic meanings in human cognitive functioning, it is evident that
two quite different kinds of psychological problems require explanation. First,
there is the ...
˹éÒ 105
Such concepts are intuitive and relatively particularistic in nature because their
acquisition is dependent on the availability of concrete-empirical props. They are
functional for purposes of problem solving and further reception learning, but are
...
Such concepts are intuitive and relatively particularistic in nature because their
acquisition is dependent on the availability of concrete-empirical props. They are
functional for purposes of problem solving and further reception learning, but are
...
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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