Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 88
หน้า 50
... already meaningful , the goal of meaningful learning — that is , the acquisition of new meanings - would be already ac- complished , by definition , before any learning was ever attempted . It is true , of course , that in most ...
... already meaningful , the goal of meaningful learning — that is , the acquisition of new meanings - would be already ac- complished , by definition , before any learning was ever attempted . It is true , of course , that in most ...
หน้า 64
... already meaningful and can therefore be appre- hended perceptually . Even the grasping of the propositional meaning itself becomes a purely perceptual process after the message is repeated one or more times . One of the difficulties we ...
... already meaningful and can therefore be appre- hended perceptually . Even the grasping of the propositional meaning itself becomes a purely perceptual process after the message is repeated one or more times . One of the difficulties we ...
หน้า 116
... already present in learners ' cognitive structures . An advance organizer ( see Chapter 5 ) is a pedagogic device that helps implement these principles by bridging the gap between what the learner already knows and what he needs to know ...
... already present in learners ' cognitive structures . An advance organizer ( see Chapter 5 ) is a pedagogic device that helps implement these principles by bridging the gap between what the learner already knows and what he needs to know ...
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