Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 83
˹éÒ 207
... reflecting the influ- ence of all genic effects , all prior incidental experience , and all prior learn- ing on cognitive patterning and the growth of cognitive capacities . Thus it reflects the effects of subject - matter learning as ...
... reflecting the influ- ence of all genic effects , all prior incidental experience , and all prior learn- ing on cognitive patterning and the growth of cognitive capacities . Thus it reflects the effects of subject - matter learning as ...
˹éÒ 346
... reflects the influence of recently prior learning experience or activity . This aspect of learning set reflects both general methodological sophistication in approaching a given learning task or attacking a particular type of problem ...
... reflects the influence of recently prior learning experience or activity . This aspect of learning set reflects both general methodological sophistication in approaching a given learning task or attacking a particular type of problem ...
˹éÒ 572
... reflects the nature and influence of cognitive structure variables . The possession of relevant background knowledge ( concepts , principles , transactional terms , " available functions " ) in cognitive structure , particu- larly if ...
... reflects the nature and influence of cognitive structure variables . The possession of relevant background knowledge ( concepts , principles , transactional terms , " available functions " ) in cognitive structure , particu- larly if ...
à¹×éÍËÒ
The Role and Scope of Educational Psychology | 3 |
Language and Cognitive Functioning | 71 |
Meaningful Reception Learning and Retention | 115 |
ÅÔ¢ÊÔ·¸Ôì | |
16 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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