Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... ideational system . The possibility of this type of relatability to and incorporability into cognitive structure has two prin- cipal consequences for learning and retention processes . First , learning and retention are no longer ...
... ideational system . The possibility of this type of relatability to and incorporability into cognitive structure has two prin- cipal consequences for learning and retention processes . First , learning and retention are no longer ...
˹éÒ 172
... ideational scaffolding for the stable incorporation and retention of the more detailed and differen- tiated material that follows in the learning passage . Another function is to increase discriminability between the latter material and ...
... ideational scaffolding for the stable incorporation and retention of the more detailed and differen- tiated material that follows in the learning passage . Another function is to increase discriminability between the latter material and ...
˹éÒ 325
... ideational scaffolding for it . If such relevant ideational scaffolding were available and were clear and stable , it would provide a better foundation for new learning and retention than if it were not available , or , if available ...
... ideational scaffolding for it . If such relevant ideational scaffolding were available and were clear and stable , it would provide a better foundation for new learning and retention than if it were not available , or , if available ...
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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