Educational Psychology: A Cognitive View |
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˹éÒ 131
In the case of subordinate and combinatorial learning, the process of obliterative
assimilation, as a reduction phenomenon, seems straightforward enough: The
less stable (and more specific) meaning of a subordinate idea is gradually ...
In the case of subordinate and combinatorial learning, the process of obliterative
assimilation, as a reduction phenomenon, seems straightforward enough: The
less stable (and more specific) meaning of a subordinate idea is gradually ...
˹éÒ 329
The principal reason why the facilitating effect of distributed practice is less
striking for meaningful than for rotely learned material is probably the fact that
less intertrial forgetting occurs when material is meaningfully learned. Fatigue,
boredom ...
The principal reason why the facilitating effect of distributed practice is less
striking for meaningful than for rotely learned material is probably the fact that
less intertrial forgetting occurs when material is meaningfully learned. Fatigue,
boredom ...
˹éÒ 535
... unconsolidated, ineptly expressed, and only marginally competent—
possesses less functional utility and transferability than the ordinarily more
primitive and less transferable subverbal insight that is more adequate in these
latter respects.
... unconsolidated, ineptly expressed, and only marginally competent—
possesses less functional utility and transferability than the ordinarily more
primitive and less transferable subverbal insight that is more adequate in these
latter respects.
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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