Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... Instances Provided that sufficient redundancy or repetition is present to ensure adequate unit mastery ( overlearning ) , the defining attributes of a concept are learned most readily when the concept is encountered in a large number of ...
... Instances Provided that sufficient redundancy or repetition is present to ensure adequate unit mastery ( overlearning ) , the defining attributes of a concept are learned most readily when the concept is encountered in a large number of ...
˹éÒ 114
... instances and to adopt a strategy of exclusion ( Bruner , Goodnow , & Austin , 1956 ) . Houtz & Moore ( 1973 ) and Huttenlocher ( 1962 ) found that a negative followed by a positive instance was the most effective combination , and that ...
... instances and to adopt a strategy of exclusion ( Bruner , Goodnow , & Austin , 1956 ) . Houtz & Moore ( 1973 ) and Huttenlocher ( 1962 ) found that a negative followed by a positive instance was the most effective combination , and that ...
˹éÒ 337
... instances than the provision of worked examples . Guidance under these circumstances apparently sensitizes the learner to the salient aspects of the problem , orients him or her to the goal , and promotes economy of learning by ...
... instances than the provision of worked examples . Guidance under these circumstances apparently sensitizes the learner to the salient aspects of the problem , orients him or her to the goal , and promotes economy of learning by ...
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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