Educational Psychology: A Cognitive View |
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˹éÒ 138
And it is the inhibition of the rate of obliterative assimilation in relation to this
material that is the major problem confronting teachers in transmitting subject ...
In both instances specifically learned materials fall below the threshold of recall.
And it is the inhibition of the rate of obliterative assimilation in relation to this
material that is the major problem confronting teachers in transmitting subject ...
In both instances specifically learned materials fall below the threshold of recall.
˹éÒ 172
The function of the organizer is to provide ideational scaffolding for the stable
incorporation and retention of the more detailed and differentiated material that
follows in the learning passage. Another function is to increase discriminability ...
The function of the organizer is to provide ideational scaffolding for the stable
incorporation and retention of the more detailed and differentiated material that
follows in the learning passage. Another function is to increase discriminability ...
˹éÒ 324
The facilitating effect of repetition (consolidation) of background material on the
learning of subsequently presented material apparently seems to operate only
when the latter material is sequentially dependent on the prior background
material ...
The facilitating effect of repetition (consolidation) of background material on the
learning of subsequently presented material apparently seems to operate only
when the latter material is sequentially dependent on the prior background
material ...
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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