Educational Psychology: A Cognitive View |
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In time, as the assimilation process continues, meanings of component concepts
or propositions may no longer be dissociable from their anchoring ideas. The
result is obliterative assimilation or meaningful forgetting. The Explanatory Value
of ...
In time, as the assimilation process continues, meanings of component concepts
or propositions may no longer be dissociable from their anchoring ideas. The
result is obliterative assimilation or meaningful forgetting. The Explanatory Value
of ...
˹éÒ 131
assimilation and are forgotten. Forgetting thus represents a progressive loss in
the dissociability of newly assimilated ideas from the ideational matrix in which
they are embedded and in relation to which their meaning emerges.
Unfortunately ...
assimilation and are forgotten. Forgetting thus represents a progressive loss in
the dissociability of newly assimilated ideas from the ideational matrix in which
they are embedded and in relation to which their meaning emerges.
Unfortunately ...
˹éÒ 155
Learning material is believed to be assimilated by a more established ideational
system, not because of similarity ... can facilitate initial anchorage without
necessarily leading rapidly to obliterative assimilation, provided that differences
are ...
Learning material is believed to be assimilated by a more established ideational
system, not because of similarity ... can facilitate initial anchorage without
necessarily leading rapidly to obliterative assimilation, provided that differences
are ...
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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