Educational Psychology: A Cognitive View |
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For example, culture itself is an abstraction (concept) that has no independent
existence of its own since it consists merely of modal attitudes, typical ways of
thinking, and characteristic ways of institutionalizing interpersonal relationships
in a ...
For example, culture itself is an abstraction (concept) that has no independent
existence of its own since it consists merely of modal attitudes, typical ways of
thinking, and characteristic ways of institutionalizing interpersonal relationships
in a ...
˹éÒ 259
These may reflect both hereditary and environmental influences . Cattell ( 1963 )
postulates that " culture - free ” tests , emphasizing " crystallized ” as opposed to “
fluid " abilities , are fairer to disadvantaged children . Even if " culture - free ...
These may reflect both hereditary and environmental influences . Cattell ( 1963 )
postulates that " culture - free ” tests , emphasizing " crystallized ” as opposed to “
fluid " abilities , are fairer to disadvantaged children . Even if " culture - free ...
˹éÒ 531
Quite apart from its lack of face validity, the proposition that all people must
discover for themselves every bit of knowledge that they really wish to possess is,
in essence, a repudiation of the very concept of culture. For perhaps the most
unique ...
Quite apart from its lack of face validity, the proposition that all people must
discover for themselves every bit of knowledge that they really wish to possess is,
in essence, a repudiation of the very concept of culture. For perhaps the most
unique ...
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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