Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 90
หน้า 62
... existing knowledge . The difference between the two processes is one of immediacy and com- plexity . Perception involves an immediate content of awareness before the intervention of such complex cognitive processes as are even involved ...
... existing knowledge . The difference between the two processes is one of immediacy and com- plexity . Perception involves an immediate content of awareness before the intervention of such complex cognitive processes as are even involved ...
หน้า 95
... existing concept in cognitive structure ) are also reflective of perceptual categorization . Still another perceptual use of exist- ing concepts in cognitive structure is exemplified by the immediate ( per- ceptual ) comprehension of ...
... existing concept in cognitive structure ) are also reflective of perceptual categorization . Still another perceptual use of exist- ing concepts in cognitive structure is exemplified by the immediate ( per- ceptual ) comprehension of ...
หน้า 361
... existing or developed relevant subsumers , and motivation for learning . Transfer of learning to new problem - solving situations will be a function of the degree of concept differentiation , superordinate subsumption , and integrative ...
... existing or developed relevant subsumers , and motivation for learning . Transfer of learning to new problem - solving situations will be a function of the degree of concept differentiation , superordinate subsumption , and integrative ...
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