Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... activity programs , project and dis- cussion methods , various ways of maximizing nonverbal and manipulative experience in the classroom , emphasis on " self - discovery " and on learning for and by problem - solving , inquiry ...
... activity programs , project and dis- cussion methods , various ways of maximizing nonverbal and manipulative experience in the classroom , emphasis on " self - discovery " and on learning for and by problem - solving , inquiry ...
˹éÒ 122
... activity is obvi- ously involved , but not the kind of activity characterizing discovery . Activ- ity and discovery are not synonymous in the realm of cognitive functioning . Merely because potential meanings are presented , we cannot ...
... activity is obvi- ously involved , but not the kind of activity characterizing discovery . Activ- ity and discovery are not synonymous in the realm of cognitive functioning . Merely because potential meanings are presented , we cannot ...
˹éÒ 346
... activity . This aspect of learning set reflects both general methodological sophistication in approaching a given learning task or attacking a particular type of problem ( " learning to learn " ) and an appropriate performance atti ...
... activity . This aspect of learning set reflects both general methodological sophistication in approaching a given learning task or attacking a particular type of problem ( " learning to learn " ) and an appropriate performance atti ...
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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