Educational Psychology: A Cognitive View |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 65
˹éÒ 412
And one who enjoys 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 ...
And one who enjoys 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 ...
˹éÒ 438
They enjoy, by the fiat of this acceptance, both an assured 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, ...
They enjoy, by the fiat of this acceptance, both an assured 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, ...
˹éÒ 613
Three types of coefficients are used to express the reliability of most
psychological and educational tests. The coefficient of equivalence is the
correlation coefficient that results when scores derived from comparable sets of
items are correlated.
Three types of coefficients are used to express the reliability of most
psychological and educational tests. The coefficient of equivalence is the
correlation coefficient that results when scores derived from comparable sets of
items are correlated.
¤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