Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 74
หน้า 100
... attributes of the concept to be learned . To be potentially meaningful a given hypoth- esis must embody a means - end relationship ; that is , the hypothesized criterial attributes must be exemplifiable in the specific exemplars . The ...
... attributes of the concept to be learned . To be potentially meaningful a given hypoth- esis must embody a means - end relationship ; that is , the hypothesized criterial attributes must be exemplifiable in the specific exemplars . The ...
หน้า 106
... attributes to the exemplars from which they are derived before relating these same attributes to cognitive structure . Generally speaking the first of these two operations is performed during the hypothesis - testing aspect of concept ...
... attributes to the exemplars from which they are derived before relating these same attributes to cognitive structure . Generally speaking the first of these two operations is performed during the hypothesis - testing aspect of concept ...
หน้า 234
... attributes against each of the multiple exemplars before relating it to cognitive structure . If , in elementary school , the child learns the concept of " work " as a secondary concept , its attributes are presented in definitional ...
... attributes against each of the multiple exemplars before relating it to cognitive structure . If , in elementary school , the child learns the concept of " work " as a secondary concept , its attributes are presented in definitional ...
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