Educational Psychology: A Cognitive View |
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Equally important, it also makes possible (1) the establishment in cognitive
structure of inclusive and generic constructs (and of propositional combinations
of them) in relation to which new correlative and derivative meanings can be
acquired ...
Equally important, it also makes possible (1) the establishment in cognitive
structure of inclusive and generic constructs (and of propositional combinations
of them) in relation to which new correlative and derivative meanings can be
acquired ...
˹éÒ 247
... as " solving linear equations " to a neonate ? ( Tyler , 1964 , pp . 220 , 223 )
Accelerating Stages of Intellectual Development Is it possible to accelerate
children's progress through the preoperational stage or the stage of concrete
logical ...
... as " solving linear equations " to a neonate ? ( Tyler , 1964 , pp . 220 , 223 )
Accelerating Stages of Intellectual Development Is it possible to accelerate
children's progress through the preoperational stage or the stage of concrete
logical ...
˹éÒ 622
It is also possible to reduce the subjectivity of scoring by using several readers
and by establishing such separate explicit criteria for grading as content,
organization, logic, cogency, clarity, and fluency of expression. Halo effect can be
...
It is also possible to reduce the subjectivity of scoring by using several readers
and by establishing such separate explicit criteria for grading as content,
organization, logic, cogency, clarity, and fluency of expression. Halo effect can be
...
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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