Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... culture and from one culture to another . 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 think- ing , and ...
... culture and from one culture to another . 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 think- ing , and ...
˹éÒ 259
... culture , will predict less well those behaviors dependent upon cultural dif- ferences . Furthermore , one can argue that since the growth of intelligence does not occur in a vacuum but is nourished by the cultural milieu , the impact ...
... culture , will predict less well those behaviors dependent upon cultural dif- ferences . Furthermore , one can argue that since the growth of intelligence does not occur in a vacuum but is nourished by the cultural milieu , the impact ...
˹éÒ 531
... culture . For perhaps the most unique attribute of human culture , which distinguishes it from every other kind of social organization in the animal kingdom , is precisely the fact that the accumulated discoveries of millennia can be ...
... culture . For perhaps the most unique attribute of human culture , which distinguishes it from every other kind of social organization in the animal kingdom , is precisely the fact that the accumulated discoveries of millennia can be ...
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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