Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 86
หน้า 87
... presented , by defini- tion or context , and then related directly to the learner's cognitive structure ( secondary concepts ) . Finally , beginning with the junior- high - school period , the learner can dispense with these props in ...
... presented , by defini- tion or context , and then related directly to the learner's cognitive structure ( secondary concepts ) . Finally , beginning with the junior- high - school period , the learner can dispense with these props in ...
หน้า 97
... presented to the learner as a matter of definition or are implicit in their context . Concept attainment therefore becomes largely a matter of concept assimilation . Since the older learner of school age and beyond does not typically ...
... presented to the learner as a matter of definition or are implicit in their context . Concept attainment therefore becomes largely a matter of concept assimilation . Since the older learner of school age and beyond does not typically ...
หน้า 118
... presented or " given " to the learner but can be acquired only as a product of problem - solving activity ; and ( 2 ) all attempts to master verbal concepts and propositions are forms of empty verbalism unless the learner has recent ...
... presented or " given " to the learner but can be acquired only as a product of problem - solving activity ; and ( 2 ) all attempts to master verbal concepts and propositions are forms of empty verbalism unless the learner has recent ...
เนื้อหา
The Role and Scope of Educational Psychology | 3 |
Language and Cognitive Functioning | 71 |
Meaningful Reception Learning and Retention | 115 |
ลิขสิทธิ์ | |
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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