Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... 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 ...
˹éÒ 172
... material that follows in the learning passage . Another function is to increase discriminability between the latter material and similar or osten- sibly conflicting ideas in cognitive structure . In the case of relatively unfa- miliar ...
... material that follows in the learning passage . Another function is to increase discriminability between the latter material and similar or osten- sibly conflicting ideas in cognitive structure . In the case of relatively unfa- miliar ...
˹éÒ 324
... 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 . Thus , in classroom learning tasks it is important to ...
... 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 . Thus , in classroom learning tasks it is important to ...
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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