Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 91
หน้า 68
... idea A → A Established ideas a1 a2 Аз In superordinate learning , established ideas a1 , a2 , and a are recognized as more specific examples of new idea A and become linked to A. Superordinate idea A is defined by a new set of ...
... idea A → A Established ideas a1 a2 Аз In superordinate learning , established ideas a1 , a2 , and a are recognized as more specific examples of new idea A and become linked to A. Superordinate idea A is defined by a new set of ...
หน้า 128
... ideas . The result is obliterative assimilation or meaningful forgetting . The Explanatory Value of Assimilation The assimilation theory has explanatory value for both retention phe- nomena and learning phenomena because it helps ...
... ideas . The result is obliterative assimilation or meaningful forgetting . The Explanatory Value of Assimilation The assimilation theory has explanatory value for both retention phe- nomena and learning phenomena because it helps ...
หน้า 129
... ideas , it would then be quite understandable why an individual's mental organization of the content of a particular subject- matter discipline exemplifies a hierarchically ordered pyramid . The most inclusive and broadly explanatory ideas ...
... ideas , it would then be quite understandable why an individual's mental organization of the content of a particular subject- matter discipline exemplifies a hierarchically ordered pyramid . The most inclusive and broadly explanatory ideas ...
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