Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... important than what pupils know at the end of the sixth , eighth , and twelfth grades is the extent of their knowledge at ages 25 , 40 , and 60 , as well as their ability and desire both to learn more and to apply their knowledge ...
... important than what pupils know at the end of the sixth , eighth , and twelfth grades is the extent of their knowledge at ages 25 , 40 , and 60 , as well as their ability and desire both to learn more and to apply their knowledge ...
˹éÒ 398
... important as the child approaches adolescence . Ego - enhancement motivation reflects the need for the earned status achieved by one's own competence or performance ability . It becomes increasingly important beginning with school age ...
... important as the child approaches adolescence . Ego - enhancement motivation reflects the need for the earned status achieved by one's own competence or performance ability . It becomes increasingly important beginning with school age ...
˹éÒ 598
... important to judge him in terms of his or her own ability level , in terms of his or her relative performance among peers ( norm - referenced measures ) , and , most important , against an absolute standard of mastery ( criterion ...
... important to judge him in terms of his or her own ability level , in terms of his or her relative performance among peers ( norm - referenced measures ) , and , most important , against an absolute standard of mastery ( criterion ...
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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