Educational Psychology: A Cognitive View |
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Experimental psychologists, of course, can hardly be criticized if laboratory
studies of nonverbal and rote verbal learning have had little applicability to the
classroom. Like all pure research efforts in the basic sciences, these studies were
...
Experimental psychologists, of course, can hardly be criticized if laboratory
studies of nonverbal and rote verbal learning have had little applicability to the
classroom. Like all pure research efforts in the basic sciences, these studies were
...
˹éÒ 18
Spence (1959), for example, perceives classroom learning as much too complex
to permit the discovery of general laws of learning. He advocates a
straightforward application to the classroom situation of the laws of learning
discovered in the ...
Spence (1959), for example, perceives classroom learning as much too complex
to permit the discovery of general laws of learning. He advocates a
straightforward application to the classroom situation of the laws of learning
discovered in the ...
˹éÒ 465
Classroom Climate The weight of the evidence indicates that the choice between
authoritarian and democratic classroom climates in the United States has little
effect on subject-matter achievement (Stern, 1963). But there is good reason to ...
Classroom Climate The weight of the evidence indicates that the choice between
authoritarian and democratic classroom climates in the United States has little
effect on subject-matter achievement (Stern, 1963). But there is good reason to ...
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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