Educational Psychology: A Cognitive View |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 88
˹éÒ 184
Ausubel and Fitzgerald (1962) found that the degree of knowledge of antecedent
learning material is positively related to the learning of a sequentially dependent
passage. But the number of times that the first passage is read bears no ...
Ausubel and Fitzgerald (1962) found that the degree of knowledge of antecedent
learning material is positively related to the learning of a sequentially dependent
passage. But the number of times that the first passage is read bears no ...
˹éÒ 193
Unlike the case in sequentially dependent subject matter, successive learning
tasks are inherently independent of each other in the sense that understanding of
Part II material does not presuppose understanding of Part I material. Each set of
...
Unlike the case in sequentially dependent subject matter, successive learning
tasks are inherently independent of each other in the sense that understanding of
Part II material does not presuppose understanding of Part I material. Each set of
...
˹éÒ 436
to distinguish between two essentially different kinds of identification, each of
which involves a reciprocal relationship between a relatively dependent and
subordinate individual, on the one hand, and a relatively independent or
dominant ...
to distinguish between two essentially different kinds of identification, each of
which involves a reciprocal relationship between a relatively dependent and
subordinate individual, on the one hand, and a relatively independent or
dominant ...
¤ÇÒÁ¤Ô´àË繨ҡ¼ÙéÍ×è¹ - à¢Õ¹º·ÇÔ¨Òóì
àÃÒäÁ辺º·ÇÔ¨Òóìã´æ ã¹áËÅè§¢éÍÁÙÅ·ÑèÇä»
à¹×éÍËÒ
The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Knowledge | 64 |
ÅÔ¢ÊÔ·¸Ôì | |
17 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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