Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 92
หน้า 27
... Rote Learning Although the distinction between reception and discovery learning dis- cussed above has absolutely nothing to do with the rote - meaningful di- mension of the learning process , the two dimensions of learning were commonly ...
... Rote Learning Although the distinction between reception and discovery learning dis- cussed above has absolutely nothing to do with the rote - meaningful di- mension of the learning process , the two dimensions of learning were commonly ...
หน้า 45
... Rote learning tasks , of course , are not mastered in a cognitive vacuum . They are relatable to cognitive structure but only in an arbitrary , verbatim fashion that does not result in the acquisition of any meanings . Since , for ...
... Rote learning tasks , of course , are not mastered in a cognitive vacuum . They are relatable to cognitive structure but only in an arbitrary , verbatim fashion that does not result in the acquisition of any meanings . Since , for ...
หน้า 66
... rote learning of potentially meaningful connected discourse obvi- ously precludes all of the information - processing and -storing advantages of meaningful verbal learning ; it is superior ( in the same way that the rote learning of ...
... rote learning of potentially meaningful connected discourse obvi- ously precludes all of the information - processing and -storing advantages of meaningful verbal learning ; it is superior ( in the same way that the rote learning of ...
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