Educational Psychology: A Cognitive View |
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˹éÒ 148
Second, material that can be learned meaningfully (poetry, prose, and
observations of pictorial matter) is learned much more rapidly than are arbitrary
series of digits or nonsense syllables (Glaze, 1928; Lyon, 1914; Reed, 1938).
The same ...
Second, material that can be learned meaningfully (poetry, prose, and
observations of pictorial matter) is learned much more rapidly than are arbitrary
series of digits or nonsense syllables (Glaze, 1928; Lyon, 1914; Reed, 1938).
The same ...
˹éÒ 149
week after reading the long passage, and thus represented information likely to
be meaningfully learned by these students. Both types of evidence lead one to
believe that the discouraging picture of forgetting the vast majority of subject-
matter ...
week after reading the long passage, and thus represented information likely to
be meaningfully learned by these students. Both types of evidence lead one to
believe that the discouraging picture of forgetting the vast majority of subject-
matter ...
˹éÒ 234
Understanding relationships between secondary abstractions (or meaningfully
manipulating these relationships for problem-solving purposes), however, is
quite another matter. This kind of learning task depends upon recent or
concurrent ...
Understanding relationships between secondary abstractions (or meaningfully
manipulating these relationships for problem-solving purposes), however, is
quite another matter. This kind of learning task depends upon recent or
concurrent ...
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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