Educational Psychology: A Cognitive View |
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The main purpose of learning generic concepts and propositions is not so much
to make possible the reconstruction of ... Assimilation of Abstract versus Factual
Materials The extent to which learning material is either abstract or factual in ...
The main purpose of learning generic concepts and propositions is not so much
to make possible the reconstruction of ... Assimilation of Abstract versus Factual
Materials The extent to which learning material is either abstract or factual in ...
˹éÒ 172
In the case of relatively unfamiliar material, an “expository” organizer is used to
provide relevant proximate subsumers. These subsumers, which bear a
superordinate relationship to the new learning material, primarily furnish
ideational ...
In the case of relatively unfamiliar material, an “expository” organizer is used to
provide relevant proximate subsumers. These subsumers, which bear a
superordinate relationship to the new learning material, primarily furnish
ideational ...
˹éÒ 368
Organization of Material Throughout this volume it has been repeatedly stressed
that the conditions of learning primarily influence the meaningful acquisition and
retention of ideas and information by modifying existing cognitive structure.
Organization of Material Throughout this volume it has been repeatedly stressed
that the conditions of learning primarily influence the meaningful acquisition and
retention of ideas and information by modifying existing cognitive structure.
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Knowledge | 64 |
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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 necessary 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