Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 86
หน้า 138
... occurs after rote learning and forgetting that occurs after meaningful learning . In both instances specifically learned materials fall below the threshold of recall . However , after obliterative assimilation has occurred following ...
... occurs after rote learning and forgetting that occurs after meaningful learning . In both instances specifically learned materials fall below the threshold of recall . However , after obliterative assimilation has occurred following ...
หน้า 141
... occurs during hypnosis , when restriction of the learner's field of awareness reduces the competing effect of alternative memory systems to a bare mini- mum ( Rosenthal , 1944 ) . Reminiscence ( the Ballard - Williams phenomenon ) ...
... occurs during hypnosis , when restriction of the learner's field of awareness reduces the competing effect of alternative memory systems to a bare mini- mum ( Rosenthal , 1944 ) . Reminiscence ( the Ballard - Williams phenomenon ) ...
หน้า 225
... occurs gradually rather than abruptly ; ( 2 ) variability exists both between different cultures and within a given culture with respect to the age at which the transition takes place ; ( 3 ) fluctuations occur over time in the level of ...
... occurs gradually rather than abruptly ; ( 2 ) variability exists both between different cultures and within a given culture with respect to the age at which the transition takes place ; ( 3 ) fluctuations occur over time in the level of ...
เนื้อหา
The Role and Scope of Educational Psychology | 3 |
Language and Cognitive Functioning | 71 |
Meaningful Reception Learning and Retention | 115 |
ลิขสิทธิ์ | |
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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