Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 88
˹éÒ 35
... developmental needs . Empirical " proof " of this proposition is adduced from the fact that nutri- tion is adequately maintained and existing deficiency conditions are spon- taneously corrected when infants are permitted to select their ...
... developmental needs . Empirical " proof " of this proposition is adduced from the fact that nutri- tion is adequately maintained and existing deficiency conditions are spon- taneously corrected when infants are permitted to select their ...
˹éÒ 207
... developmental readiness as factors in meaning- ful learning and thinking . Emphasis will be placed on the changes in intel- lectual development that take place from kindergarten through high school and on their implications for school ...
... developmental readiness as factors in meaning- ful learning and thinking . Emphasis will be placed on the changes in intel- lectual development that take place from kindergarten through high school and on their implications for school ...
˹éÒ 574
... Developmental Changes in Problem Solving Developmental changes in problem solving reflect all of the age trends described for cognitive functioning as a whole and , more particularly , those occurring in concept acquisition . Especially ...
... Developmental Changes in Problem Solving Developmental changes in problem solving reflect all of the age trends described for cognitive functioning as a whole and , more particularly , those occurring in concept acquisition . Especially ...
à¹×éÍËÒ
The Role and Scope of Educational Psychology | 3 |
Language and Cognitive Functioning | 71 |
Meaningful Reception Learning and Retention | 115 |
ÅÔ¢ÊÔ·¸Ôì | |
16 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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