Educational Psychology: A Cognitive View |
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Even though it is an abstraction that has no physical reality apart from the totality
of the behaviors, attitudes, and values of its individual carriers, “culture" as an
entity is psychologically real. The distinctive properties of a given culture (though
...
Even though it is an abstraction that has no physical reality apart from the totality
of the behaviors, attitudes, and values of its individual carriers, “culture" as an
entity is psychologically real. The distinctive properties of a given culture (though
...
˹éÒ 225
As long as a given stage occupies the same invariable sequential position in all
individuals and cultures whenever and if it occurs, it is perfectly compatible with
the existence of intraindividual, interindividual, and intercultural differences in
age ...
As long as a given stage occupies the same invariable sequential position in all
individuals and cultures whenever and if it occurs, it is perfectly compatible with
the existence of intraindividual, interindividual, and intercultural differences in
age ...
˹éÒ 226
Rather it appears more likely in cognitive development that qualitatively
discontinuous change occurs when a certain critical degree of quantitative
change is achieved. It is also unreasonable to insist that a given stage must
always occur at the ...
Rather it appears more likely in cognitive development that qualitatively
discontinuous change occurs when a certain critical degree of quantitative
change is achieved. It is also unreasonable to insist that a given stage must
always occur at the ...
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Knowledge | 64 |
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ability abstract academic achievement acquired acquisition activities actual anxiety approach aspects assimilation attributes Ausubel become behavior changes child classroom cognitive structure complete concepts course creativity culture dependent differentiation discipline discovery educational effects evidence example existing experience facilitate fact factors findings function given greater Hence ideas important increasing individual influence instances instruction intellectual intelligence involved Journal kinds knowledge language later learner learning task less logical material matter meaningful learning meanings measure method motivation nature necessary objectives occurs operations organizers particular performance personality positive possible potentially practice presented principles problem solving propositions Psychology pupils reason reflects relationship relatively relevant response retention rote scores situations social specific stage status subject-matter success task teachers teaching tend theory tion transfer understanding variables verbal