Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 92
หน้า 138
... materials . No such residual cognitive en- hancement exists following forgetting of rotely learned material . In fact , inhibition of new learning of similar material is likely . Assimilation of Abstract versus Factual Materials The ...
... materials . No such residual cognitive en- hancement exists following forgetting of rotely learned material . In fact , inhibition of new learning of similar material is likely . Assimilation of Abstract versus Factual Materials The ...
หน้า 172
... learning material , primarily furnish ideational anchor- age in terms that are already familiar to the learner . In the case of relatively familiar learning material , a “ comparative " organizer is used both to inte- grate new ideas ...
... learning material , primarily furnish ideational anchor- age in terms that are already familiar to the learner . In the case of relatively familiar learning material , a “ comparative " organizer is used both to inte- grate new ideas ...
หน้า 185
... learning sequentially organized material . The previously cited work of Gagné , Mayor , Garstens , and Paradise ( 1962 ) and Gagné and Paradise ( 1961 ) is also relevant in this connection . Presentation of heterogeneous stimulus material ...
... learning sequentially organized material . The previously cited work of Gagné , Mayor , Garstens , and Paradise ( 1962 ) and Gagné and Paradise ( 1961 ) is also relevant in this connection . Presentation of heterogeneous stimulus material ...
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