Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 79
หน้า 207
... individual manifests a certain level of cognitive functioning required for a wide range of intellectual activities . On the other hand , it may be limited to the highly particularized cognitive capacities necessary for the learning of a ...
... individual manifests a certain level of cognitive functioning required for a wide range of intellectual activities . On the other hand , it may be limited to the highly particularized cognitive capacities necessary for the learning of a ...
หน้า 269
... individual growth curves , most individuals tend to retain the same relative position in the group throughout the adolescent period ( Freeman & Flory , 1937 ) . In ex- treme instances , of course , there are large fluctuations in test ...
... individual growth curves , most individuals tend to retain the same relative position in the group throughout the adolescent period ( Freeman & Flory , 1937 ) . In ex- treme instances , of course , there are large fluctuations in test ...
หน้า 468
... individual can make a contribution and thereby increase his problem - solving skills . In a large group , on the other hand , the individual's opportunity for participation is limited not only by the number of participants but also by ...
... individual can make a contribution and thereby increase his problem - solving skills . In a large group , on the other hand , the individual's opportunity for participation is limited not only by the number of participants but also by ...
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