Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 92
หน้า 326
... practice on learning and retention than regarding the comparable effects of simple frequency of practice . Generally speaking , the evidence supports the con- clusion that distributed practice is more effective than massed practice for ...
... practice on learning and retention than regarding the comparable effects of simple frequency of practice . Generally speaking , the evidence supports the con- clusion that distributed practice is more effective than massed practice for ...
หน้า 327
... practice . However , in addition to being vague and rely- ing on empirically unvalidated and metaphorical neural phenomena , this theory fails to account for the differential effectiveness of distributed practice in relation to length ...
... practice . However , in addition to being vague and rely- ing on empirically unvalidated and metaphorical neural phenomena , this theory fails to account for the differential effectiveness of distributed practice in relation to length ...
หน้า 329
... practice is relatively more effective for longer than for shorter lists of nonsense syllables ; for centrally placed than for end - of - list items in serial learning ; and for rote learning tasks preceded ... Practice 329 Method of Practice.
... practice is relatively more effective for longer than for shorter lists of nonsense syllables ; for centrally placed than for end - of - list items in serial learning ; and for rote learning tasks preceded ... Practice 329 Method of Practice.
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