Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 46
หน้า 235
... concrete - empirical props are made an integral part of the learning situation , the propositions are eminently learnable . Concrete - empirical props also need not necessarily be nonverbal or tangible ( objects , pictures ) . " Concrete ...
... concrete - empirical props are made an integral part of the learning situation , the propositions are eminently learnable . Concrete - empirical props also need not necessarily be nonverbal or tangible ( objects , pictures ) . " Concrete ...
หน้า 242
... concrete - empirical props in relating abstractions to each other during the concrete stage , the adolescent uses the props only initially - to develop the necessary higher - order abstractions and transactional terms in the new ...
... concrete - empirical props in relating abstractions to each other during the concrete stage , the adolescent uses the props only initially - to develop the necessary higher - order abstractions and transactional terms in the new ...
หน้า 249
... concrete - empirical props , can accelerate the acquisition of conservation and probability theory ( Bearison , 1969 ; Brison , 1966 ; Frank in Bruner , 1964b ; Gelman , 1969 ; Kohnstamm , 1966 ; Miller & Dyer , 1975 ; Ojemann , Maxey ...
... concrete - empirical props , can accelerate the acquisition of conservation and probability theory ( Bearison , 1969 ; Brison , 1966 ; Frank in Bruner , 1964b ; Gelman , 1969 ; Kohnstamm , 1966 ; Miller & Dyer , 1975 ; Ojemann , Maxey ...
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