Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... differentiation . If so , it seems reasonable to suppose that optimal learning and retention occur when teachers deliberately order the organization and sequential arrangement of subject matter along similar lines . A more explicit way ...
... differentiation . If so , it seems reasonable to suppose that optimal learning and retention occur when teachers deliberately order the organization and sequential arrangement of subject matter along similar lines . A more explicit way ...
˹éÒ 266
... differentiation of intel- lectual abilities . At the age of 5 , abstract abilities are much in evidence and are so highly intercorrelated that it is relatively difficult to isolate independent factors . In contrast to the eight ...
... differentiation of intel- lectual abilities . At the age of 5 , abstract abilities are much in evidence and are so highly intercorrelated that it is relatively difficult to isolate independent factors . In contrast to the eight ...
˹éÒ 267
... differentiation of intellectual ability during adolescence is a general phenomenon , but it also varies in relation to many differential factors . Segel's evidence ( 1948 ) shows that differentiation among intel- lectual traits is ...
... differentiation of intellectual ability during adolescence is a general phenomenon , but it also varies in relation to many differential factors . Segel's evidence ( 1948 ) shows that differentiation among intel- lectual traits is ...
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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