Educational Psychology: A Cognitive View |
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˹éÒ 101
It becomes increasingly less global, less impressionistic, and less diffuse (Fisher,
1916); the learner focuses ... Generic conceptual content also tends to be
emptied of particularistic attributes and to become more abstract and general in
nature.
It becomes increasingly less global, less impressionistic, and less diffuse (Fisher,
1916); the learner focuses ... Generic conceptual content also tends to be
emptied of particularistic attributes and to become more abstract and general in
nature.
˹éÒ 107
During the elementary-school years, similarity of structure and function becomes
a more important classificatory criterion. With advancing age, however, as
children approach adolescence and become verbal-directed and freed from ...
During the elementary-school years, similarity of structure and function becomes
a more important classificatory criterion. With advancing age, however, as
children approach adolescence and become verbal-directed and freed from ...
˹éÒ 133
Actually, of course, assimilated items become unavailable (forgotten) long before
the point of zero dissociability is reached, since they are no longer available
when they are below the prevailing threshold of availability (the critical level of ...
Actually, of course, assimilated items become unavailable (forgotten) long before
the point of zero dissociability is reached, since they are no longer available
when they are below the prevailing threshold of availability (the critical level of ...
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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