Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... direct method , i.e. , not by the direct association of words and things , but indirectly through old , known symbols , e.g. , by way of synonyms , antonyms , definition , or context in speech or reading matter . . . . Hence it is clear ...
... direct method , i.e. , not by the direct association of words and things , but indirectly through old , known symbols , e.g. , by way of synonyms , antonyms , definition , or context in speech or reading matter . . . . Hence it is clear ...
˹éÒ 111
... direct experience . Further , many abstract concepts ( for instance , " photosynthesis , " " ionization " ) can only be acquired verbally since they are not susceptible to direct experience . Other , more concrete concepts ( " house ...
... direct experience . Further , many abstract concepts ( for instance , " photosynthesis , " " ionization " ) can only be acquired verbally since they are not susceptible to direct experience . Other , more concrete concepts ( " house ...
˹éÒ 211
... direct knowledge of an individual's state of developmental readiness , and that we would therefore be better advised to ignore these factors and manipulate other learning variables about which we have more direct knowledge and over ...
... direct knowledge of an individual's state of developmental readiness , and that we would therefore be better advised to ignore these factors and manipulate other learning variables about which we have more direct knowledge and over ...
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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