Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 52
หน้า 87
... concepts are primarily acquired by a process of meaningful , hypothesis- oriented concept formation . Most simple , perceptibly grounded , and everyday ( primary ) concepts are acquired by relating their dis- covered criterial ...
... concepts are primarily acquired by a process of meaningful , hypothesis- oriented concept formation . Most simple , perceptibly grounded , and everyday ( primary ) concepts are acquired by relating their dis- covered criterial ...
หน้า 97
... concept formation . When a child , through hypothesis generation and testing , abstracts , for example , the criterial attributes of " dog " from ... concept assimilation , just as in concept formation Acquisition and Use of Concepts 97.
... concept formation . When a child , through hypothesis generation and testing , abstracts , for example , the criterial attributes of " dog " from ... concept assimilation , just as in concept formation Acquisition and Use of Concepts 97.
หน้า 723
... Concept acquisition ; Concept formation Concept acquisition , 112-115 by concept assimilation , 94 , 97-99 by concept formation , 93-94 , 97-99 developmental aspects of , 105–112 and language , 103-105 stages in , 99–101 see also Concept ( ...
... Concept acquisition ; Concept formation Concept acquisition , 112-115 by concept assimilation , 94 , 97-99 by concept formation , 93-94 , 97-99 developmental aspects of , 105–112 and language , 103-105 stages in , 99–101 see also Concept ( ...
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