Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 90
หน้า 135
... later retesting of retention , of temporarily ele- vated thresholds of availability . Meaningful retention is not only a later attenuated manifestation of the same availability function established during learning but is also a later ...
... later retesting of retention , of temporarily ele- vated thresholds of availability . Meaningful retention is not only a later attenuated manifestation of the same availability function established during learning but is also a later ...
หน้า 142
... Later increments in retention ( increments other than a gain between an immediate and a subsequent test of memory ) are , by definition , not indicative of reminiscence . They probably reflect the later removal of com- peting memories ...
... Later increments in retention ( increments other than a gain between an immediate and a subsequent test of memory ) are , by definition , not indicative of reminiscence . They probably reflect the later removal of com- peting memories ...
หน้า 280
... later stages of devel- opment of the higher intellectual powers are concerned , this aim seems incapable of realization . Without training , the later stages are not evidenced . . . . It is desirable to free our tests so far as possible ...
... later stages of devel- opment of the higher intellectual powers are concerned , this aim seems incapable of realization . Without training , the later stages are not evidenced . . . . It is desirable to free our tests so far as possible ...
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