Educational Psychology: A Cognitive View |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 81
˹éÒ 281
If environment were a highly significant factor , we would expect that : ( 1 ) since
mothers bear the major burden of child rearing in our society , the IQ of children
would be more highly correlated with mothers ' than with fathers ' IQ ; and ( 2 ) ...
If environment were a highly significant factor , we would expect that : ( 1 ) since
mothers bear the major burden of child rearing in our society , the IQ of children
would be more highly correlated with mothers ' than with fathers ' IQ ; and ( 2 ) ...
˹éÒ 306
A curriculum that takes the readiness of the culturally disadvantaged child into
account always takes as its starting point the child's existing knowledge and
sophistication in the various subject-matter areas and intellectual skills, no matter
how ...
A curriculum that takes the readiness of the culturally disadvantaged child into
account always takes as its starting point the child's existing knowledge and
sophistication in the various subject-matter areas and intellectual skills, no matter
how ...
˹éÒ 689
Child Development, 1968, 39, 895–903. Phillips, B. N., & D'Amico, L. A. Effects of
... Piaget, J. Judgment and reasoning in the child. New York: Harcourt, 1928.
Piaget, J. The child's conception of the world. London: Routledge, 1929. Piaget, J
.
Child Development, 1968, 39, 895–903. Phillips, B. N., & D'Amico, L. A. Effects of
... Piaget, J. Judgment and reasoning in the child. New York: Harcourt, 1928.
Piaget, J. The child's conception of the world. London: Routledge, 1929. Piaget, J
.
¤ÇÒÁ¤Ô´àË繨ҡ¼ÙéÍ×è¹ - à¢Õ¹º·ÇÔ¨Òóì
àÃÒäÁ辺º·ÇÔ¨Òóìã´æ ã¹áËÅè§¢éÍÁÙÅ·ÑèÇä»
à¹×éÍËÒ
The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Meaningful Reception Learning and Retention | 115 |
ÅÔ¢ÊÔ·¸Ôì | |
16 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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 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