Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 79
หน้า 121
... elementary schools . A growing body of evidence indicates that better instructional practices can enhance the ... school years , autonomous discovery is not indispensable for intuitive understand- ing and need not constitute a routine part of ...
... elementary schools . A growing body of evidence indicates that better instructional practices can enhance the ... school years , autonomous discovery is not indispensable for intuitive understand- ing and need not constitute a routine part of ...
หน้า 243
... elementary - school child's cog- nitive functioning do not require , however , that we restrict the pedagogic use of these years to teaching the fundamental intellectual skills . His or her cognitive equipment is certainly adequate ...
... elementary - school child's cog- nitive functioning do not require , however , that we restrict the pedagogic use of these years to teaching the fundamental intellectual skills . His or her cognitive equipment is certainly adequate ...
หน้า 537
A Cognitive View David Paul Ausubel, Joseph Donald Novak, Helen Hanesian. school and university as well as in the elementary school - as a principal method of transmitting the substantive content of subject matter . Easley ( 1958 , 1959 ) ...
A Cognitive View David Paul Ausubel, Joseph Donald Novak, Helen Hanesian. school and university as well as in the elementary school - as a principal method of transmitting the substantive content of subject matter . Easley ( 1958 , 1959 ) ...
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