Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 85
หน้า 35
... reason for supposing that children are axiomatically equipped to make the choices that will best facilitate their development . Because individuals are sensitive in early childhood to internal cues of physiological need , we cannot con ...
... reason for supposing that children are axiomatically equipped to make the choices that will best facilitate their development . Because individuals are sensitive in early childhood to internal cues of physiological need , we cannot con ...
หน้า 149
... reason to believe that students can retain over a lifetime most of the important ideas they learned in school . At the very least one would expect them to be able to relearn , in short order and with relatively little effort , most of ...
... reason to believe that students can retain over a lifetime most of the important ideas they learned in school . At the very least one would expect them to be able to relearn , in short order and with relatively little effort , most of ...
หน้า 216
... reason and because of the high noise level of his home , his auditory discrimination tends to be poor . Unlike the middle - class child , he receives little corrective feedback regarding his enunciation , pro- nunciation , and grammar ...
... reason and because of the high noise level of his home , his auditory discrimination tends to be poor . Unlike the middle - class child , he receives little corrective feedback regarding his enunciation , pro- nunciation , and grammar ...
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