Educational Psychology: A Cognitive View |
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This latter process occurs when the criterial attributes of the concept are
presented, by definition or context, and then related directly to the learner's
cognitive structure (secondary concepts). Finally, beginning with the juniorhigh-
school period, ...
This latter process occurs when the criterial attributes of the concept are
presented, by definition or context, and then related directly to the learner's
cognitive structure (secondary concepts). Finally, beginning with the juniorhigh-
school period, ...
˹éÒ 97
Since the older learner of school age and beyond does not typically acquire a
given concept through such processes as abstraction, differentiation and
generalization, where does the potential generic meaning expressed in its
presented ...
Since the older learner of school age and beyond does not typically acquire a
given concept through such processes as abstraction, differentiation and
generalization, where does the potential generic meaning expressed in its
presented ...
˹éÒ 118
It has been commonly accepted, for example (at least in the realm of educational
theory) that: (1) meaningful generalizations cannot be presented or “given” to the
learner but can be acquired only as a product of problem-solving activity; and ...
It has been commonly accepted, for example (at least in the realm of educational
theory) that: (1) meaningful generalizations cannot be presented or “given” to the
learner but can be acquired only as a product of problem-solving activity; and ...
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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