Educational Psychology: A Cognitive View |
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learning that the new concept word is equivalent in meaning to whatever the
concept itself means) is a major type of representational learning. It typically
follows concept learning itself, inasmuch as it is very convenient to be able to
represent a ...
learning that the new concept word is equivalent in meaning to whatever the
concept itself means) is a major type of representational learning. It typically
follows concept learning itself, inasmuch as it is very convenient to be able to
represent a ...
˹éÒ 49
In short, logical meaning depends only on the “nature of the material.” It is one of
the two prerequisites that together determine whether learning material is
potentially meaningful to a particular learner. The other prerequisite is the
availability of ...
In short, logical meaning depends only on the “nature of the material.” It is one of
the two prerequisites that together determine whether learning material is
potentially meaningful to a particular learner. The other prerequisite is the
availability of ...
˹éÒ 63
In the second stage the child understands what he or she perceives; that is,
acquires the meaning. Thus perception precedes cognition. The product of the
perceptual process is not propositional meaning itself; rather, it is the immediate ...
In the second stage the child understands what he or she perceives; that is,
acquires the meaning. Thus perception precedes cognition. The product of the
perceptual process is not propositional meaning itself; rather, it is the immediate ...
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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