Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
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ผลการค้นหา 1 - 3 จาก 21
หน้า 170
... overlearning of passage A by an experimental group ( as compared with a control group that does not overlearn passage A ) leads to superior retention of meaningfully related passage B would be relevant evidence of the influence of ...
... overlearning of passage A by an experimental group ( as compared with a control group that does not overlearn passage A ) leads to superior retention of meaningfully related passage B would be relevant evidence of the influence of ...
หน้า 183
... overlearning of the new material , since such overlearning does not in any way strengthen or clarify the established concepts that provide anchorage for long - term retention . When established ideas in cognitive structure are already ...
... overlearning of the new material , since such overlearning does not in any way strengthen or clarify the established concepts that provide anchorage for long - term retention . When established ideas in cognitive structure are already ...
หน้า 318
... overlearning on meaningful reten- tion than about its effect on meaningful learning . The degree of de- layed retention of poetry ( Ebbinghaus , 1913 ) and connected discourse ( Slamecka , 1959 ) is directly related to the number of ...
... overlearning on meaningful reten- tion than about its effect on meaningful learning . The degree of de- layed retention of poetry ( Ebbinghaus , 1913 ) and connected discourse ( Slamecka , 1959 ) is directly related to the number of ...
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