Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... operations ( in fact , all those , such as " reversibility , " that really make a child " logically operational " ) imply a capability to understand and ma- nipulate relationships between secondary abstractions . Thus , because the ...
... operations ( in fact , all those , such as " reversibility , " that really make a child " logically operational " ) imply a capability to understand and ma- nipulate relationships between secondary abstractions . Thus , because the ...
˹éÒ 237
... operations are performed without props on abstract verbal propositions , these individuals can go beyond the operations that follow immediately from concrete - empirical reality and deal with all possible or hypothetical relations ...
... operations are performed without props on abstract verbal propositions , these individuals can go beyond the operations that follow immediately from concrete - empirical reality and deal with all possible or hypothetical relations ...
˹éÒ 249
... operations to young children through a training procedure and concluded therefrom that " the ability to handle formal operations is a function of specific instruction and not of development . " This position is very close to that of ...
... operations to young children through a training procedure and concluded therefrom that " the ability to handle formal operations is a function of specific instruction and not of development . " This position is very close to that of ...
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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