Educational Psychology: A Cognitive View |
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the greater amount, and the more explicit nature, of the information conveyed by
positive instances and the smaller burden they place on memory (Braley, 1963;
Hovland & Weiss, 1953). More important perhaps is a disinclination on the part of
...
the greater amount, and the more explicit nature, of the information conveyed by
positive instances and the smaller burden they place on memory (Braley, 1963;
Hovland & Weiss, 1953). More important perhaps is a disinclination on the part of
...
˹éÒ 184
Ausubel and Fitzgerald (1962) found that the degree of knowledge of antecedent
learning material is positively related to ... In other words, the positive transfer
effect of increased stability of previously learned material on the later learning of
...
Ausubel and Fitzgerald (1962) found that the degree of knowledge of antecedent
learning material is positively related to ... In other words, the positive transfer
effect of increased stability of previously learned material on the later learning of
...
˹éÒ 409
... facilitating (lowering) particular thresholds of recognition and recall.” Positive
ego involvement and favorable attitudinal bias, in other words, do not increase
retention by lowering thresholds of memorial elicitation. Rather, strong motivation
to ...
... facilitating (lowering) particular thresholds of recognition and recall.” Positive
ego involvement and favorable attitudinal bias, in other words, do not increase
retention by lowering thresholds of memorial elicitation. Rather, strong motivation
to ...
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Meaningful Reception Learning and Retention | 115 |
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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 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