Educational Psychology: A Cognitive View |
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concern with the importance and quality of intellectual training in the school,
greater stress on the acquisition of knowledge as an end in itself, and greater
willingness on the part of the school to assume responsibility for the direction of
learning ...
concern with the importance and quality of intellectual training in the school,
greater stress on the acquisition of knowledge as an end in itself, and greater
willingness on the part of the school to assume responsibility for the direction of
learning ...
˹éÒ 208
Greater differentiation of cognitive structure 4. Greater precision and specificity of
meanings 5. The possession of more abstract, higher-order concepts and
transactional terms 6. Greater ability to comprehend and manipulate abstractions
and ...
Greater differentiation of cognitive structure 4. Greater precision and specificity of
meanings 5. The possession of more abstract, higher-order concepts and
transactional terms 6. Greater ability to comprehend and manipulate abstractions
and ...
˹éÒ 281
Nevertheless , two clues point to the greater weight of heredity . If environment
were a highly significant factor , we would expect that : ( 1 ) since mothers bear
the major burden of child rearing in our society , the IQ of children would be more
...
Nevertheless , two clues point to the greater weight of heredity . If environment
were a highly significant factor , we would expect that : ( 1 ) since mothers bear
the major burden of child rearing in our society , the IQ of children would be more
...
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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