Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 75
หน้า 101
... become more abstract and general in nature . The identification of relevant criterial attributes similarly becomes ... become sharper . Idiosyncratic and sub- jectivistic elements become less prominent as the learner's version of the ...
... become more abstract and general in nature . The identification of relevant criterial attributes similarly becomes ... become sharper . Idiosyncratic and sub- jectivistic elements become less prominent as the learner's version of the ...
หน้า 107
... becomes a more important classificatory criterion . With advancing age , however , as children approach adolescence and become verbal - directed and freed from dependence on concrete - empirical experience in their conceptualizing opera ...
... becomes a more important classificatory criterion . With advancing age , however , as children approach adolescence and become verbal - directed and freed from dependence on concrete - empirical experience in their conceptualizing opera ...
หน้า 133
... 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 avail- ability ( the critical level of strength a given item ...
... 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 avail- ability ( the critical level of strength a given item ...
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