Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 89
˹éÒ 50
... component parts of the material are already meaningful ; but in these in- stances the task as a whole is only potentially meaningful . For example , in learning a new geometrical theorem each of the component words is already meaningful ...
... component parts of the material are already meaningful ; but in these in- stances the task as a whole is only potentially meaningful . For example , in learning a new geometrical theorem each of the component words is already meaningful ...
˹éÒ 411
... component of achievement motivation , on the other hand , is not task - oriented at all . It may be termed ego - enhancing because it is con- cerned with achievement as a source of earned status , namely , the kind of status that an ...
... component of achievement motivation , on the other hand , is not task - oriented at all . It may be termed ego - enhancing because it is con- cerned with achievement as a source of earned status , namely , the kind of status that an ...
˹éÒ 437
... components are concomitantly operative with the ego - enhancement component in most persons and are also inversely related in strength to the latter component rather than orthogonally or nonselectively related to it ( Ausubel , Schiff ...
... components are concomitantly operative with the ego - enhancement component in most persons and are also inversely related in strength to the latter component rather than orthogonally or nonselectively related to it ( Ausubel , Schiff ...
à¹×éÍËÒ
The Role and Scope of Educational Psychology | 3 |
Language and Cognitive Functioning | 71 |
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 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