Educational Psychology: A Cognitive View |
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But because of the large variety of factors involved in such performance (
motivation, social class membership, degree of intellectual stimulation, and so on
), it is predictive of only approximately 25 percent of the variance in such
achievement.
But because of the large variety of factors involved in such performance (
motivation, social class membership, degree of intellectual stimulation, and so on
), it is predictive of only approximately 25 percent of the variance in such
achievement.
˹éÒ 291
The learning-disabled child, although normal in intelligence, exhibits difficulties
in particular intellectual skills, along with hyperactivity, distractabiltiy, and
emotional lability. These children can benefit from expert tutoring in the area of
their ...
The learning-disabled child, although normal in intelligence, exhibits difficulties
in particular intellectual skills, along with hyperactivity, distractabiltiy, and
emotional lability. These children can benefit from expert tutoring in the area of
their ...
˹éÒ 726
... 365–367 see also Curriculum ; Individualized instruction Instructional aids ,
374–375 leveling influence of , 391–393 Integrative reconciliation , 124-125 , 128
transfer facilitation by , 192–195 Intellectual ability , 256 as intrapersonal learning
...
... 365–367 see also Curriculum ; Individualized instruction Instructional aids ,
374–375 leveling influence of , 391–393 Integrative reconciliation , 124-125 , 128
transfer facilitation by , 192–195 Intellectual ability , 256 as intrapersonal learning
...
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Meaningful Reception Learning and Retention | 115 |
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ability abstract academic achievement acquired acquisition activities actual anxiety approach aspects assimilation attributes Ausubel become behavior changes child classroom cognitive structure complete concepts course creativity culture dependent differentiation discipline discovery educational effects evidence example existing experience facilitate fact factors findings function given greater Hence ideas important increasing individual influence instances instruction intellectual intelligence involved Journal kinds knowledge language later learner learning task less logical material matter meaningful learning meanings measure method motivation nature objectives occurs operations organizers particular performance personality positive possible potentially practice presented principles problem solving propositions Psychology pupils reason reflects relationship relatively relevant response retention rote scores situations social specific stage status subject matter success task teachers teaching tend theory tion transfer understanding variables verbal