Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 68
หน้า 412
... derived status is motivated to obtain and retain the approval of the superordinate person — by meeting the latter's standards and expectations , including those for academic achievement— since such approval tends to confirm one's derived ...
... derived status is motivated to obtain and retain the approval of the superordinate person — by meeting the latter's standards and expectations , including those for academic achievement— since such approval tends to confirm one's derived ...
หน้า 438
... derived status and the accompanying feelings of intrinsic adequacy or self - esteem that are relatively immune to the vicissitudes of achievement and competitive position ( Ausubel , 1952 ; Ausubel & Kirk , 1977 ) . Thus they have ...
... derived status and the accompanying feelings of intrinsic adequacy or self - esteem that are relatively immune to the vicissitudes of achievement and competitive position ( Ausubel , 1952 ; Ausubel & Kirk , 1977 ) . Thus they have ...
หน้า 613
... derived from comparable sets of items are correlated . This can be determined from " equivalent " ( parallel ) forms of the same test or , if only one form exists , by correlating scores derived from one randomly drawn half of the test ...
... derived from comparable sets of items are correlated . This can be determined from " equivalent " ( parallel ) forms of the same test or , if only one form exists , by correlating scores derived from one randomly drawn half of the test ...
เนื้อหา
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