Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... course , if their findings are applied to practical problems which have social value ; in fact , there is reason to believe that they are motivated to some extent by this considera- tion . But the design of basic - science research ...
... course , if their findings are applied to practical problems which have social value ; in fact , there is reason to believe that they are motivated to some extent by this considera- tion . But the design of basic - science research ...
˹éÒ 197
... course , is achieved through confirmation , correction , clarification , differential prac- tice , and review in the course of repeated exposure , with feedback , to learn- ing material . Abundant experimental research ( Duncan , 1959 ...
... course , is achieved through confirmation , correction , clarification , differential prac- tice , and review in the course of repeated exposure , with feedback , to learn- ing material . Abundant experimental research ( Duncan , 1959 ...
˹éÒ 343
... course , simplification of content - without teaching wrong ideas that have to be unlearned later — is always justifiable and indi- cated . This can be accomplished by simply presenting more general and less complete versions of much of ...
... course , simplification of content - without teaching wrong ideas that have to be unlearned later — is always justifiable and indi- cated . This can be accomplished by simply presenting more general and less complete versions of much of ...
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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