Educational Psychology: A Cognitive View |
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They are concerned with many aspects of learning other than the efficient
achievement of designated competencies and capacities for growth in a directed
context. More typically, the psychologist investigates the nature of simple,
fragmentary, ...
They are concerned with many aspects of learning other than the efficient
achievement of designated competencies and capacities for growth in a directed
context. More typically, the psychologist investigates the nature of simple,
fragmentary, ...
˹éÒ 502
Hence, although such factors presumably influence many significant aspects of
the pupil's mastery of subject matter and general level of interest in and
intellectual excitement about a given discipline, we know little that is definite
about these ...
Hence, although such factors presumably influence many significant aspects of
the pupil's mastery of subject matter and general level of interest in and
intellectual excitement about a given discipline, we know little that is definite
about these ...
˹éÒ 545
Moreover , we find a confusion in Rothkopf's writings between aspects of an
instructional program and aspects of cognitive learning . At least one review of
relevant studies finds that the use of factual review questions does not
significantly ...
Moreover , we find a confusion in Rothkopf's writings between aspects of an
instructional program and aspects of cognitive learning . At least one review of
relevant studies finds that the use of factual review questions does not
significantly ...
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Knowledge | 64 |
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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 necessary 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