Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... Established idea A subsumption New → as a1 A2 A3 as In derivative subsumption , new information as is linked to superordinate idea A and represents another case or extension of A. The criterial attributes of the concept A are not ...
... Established idea A subsumption New → as a1 A2 A3 as In derivative subsumption , new information as is linked to superordinate idea A and represents another case or extension of A. The criterial attributes of the concept A are not ...
˹éÒ 135
... established during learning but is also a later temporal phase of the same interactional process underlying this availabil- ity . During the learning phase the emergent meaning of new ideational material forms an interactional product ...
... established during learning but is also a later temporal phase of the same interactional process underlying this availabil- ity . During the learning phase the emergent meaning of new ideational material forms an interactional product ...
˹éÒ 155
... established at the moment of learning . According to Gestalt assim- ilation theory , on the other hand , a given trace is first established at the time of learning and then interacts with and is later replaced by another similar and ...
... established at the moment of learning . According to Gestalt assim- ilation theory , on the other hand , a given trace is first established at the time of learning and then interacts with and is later replaced by another similar and ...
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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