Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 97
หน้า 50
... meaning inherent in log- ically meaningful concepts and propositions and the many common aspects of ideational background in different learners ' cognitive structures . Meaningful Learning versus the Learning of Meaningful Material ...
... meaning inherent in log- ically meaningful concepts and propositions and the many common aspects of ideational background in different learners ' cognitive structures . Meaningful Learning versus the Learning of Meaningful Material ...
หน้า 149
... learned subject matter . Many different kinds of explanations have been offered for the superi- ority of meaningful over rote learning and retention . One explanation iden- tifies meaningful learning with the learning of meaningful ...
... learned subject matter . Many different kinds of explanations have been offered for the superi- ority of meaningful over rote learning and retention . One explanation iden- tifies meaningful learning with the learning of meaningful ...
หน้า 150
... meaningful materials are rotely learned and retained more readily than less meaningful materials are , do not necessarily explain why meaningful learning and retention outcomes are superior to their rote counterparts . Gestalt theorists ...
... meaningful materials are rotely learned and retained more readily than less meaningful materials are , do not necessarily explain why meaningful learning and retention outcomes are superior to their rote counterparts . Gestalt theorists ...
เนื้อหา
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