Educational Psychology: A Cognitive View |
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bution to art, science, literature, philosophy, government, and so forth, can be
called a creative person. The creative ... This discovery, however, hardly
manifests the same quality of creativity as Einstein's formulation of the theory of
relativity.
bution to art, science, literature, philosophy, government, and so forth, can be
called a creative person. The creative ... This discovery, however, hardly
manifests the same quality of creativity as Einstein's formulation of the theory of
relativity.
˹éÒ 586
Much stress, also, is currently laid on divergent thinking as the distinctive attribute
of creative thinking; and such Guilford-type tests ... of general supportive abilities,
it must be csarified that such abilities do not constitute the essence of creativity.
Much stress, also, is currently laid on divergent thinking as the distinctive attribute
of creative thinking; and such Guilford-type tests ... of general supportive abilities,
it must be csarified that such abilities do not constitute the essence of creativity.
˹éÒ 591
Their high-creative/high-intelligence group were high in self-confidence and self-
esteem and low in defensiveness, enjoyed ... was middling for the high-creative
groups; when it was either very high or very low, it appeared to depress creativity.
Their high-creative/high-intelligence group were high in self-confidence and self-
esteem and low in defensiveness, enjoyed ... was middling for the high-creative
groups; when it was either very high or very low, it appeared to depress creativity.
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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