Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... social - class differences by no means rules out the genic or environmental interpretations.12 Insofar as environmental factors contribute to some of the variance in intelligence test scores , it would not be unreasonable to expect that ...
... social - class differences by no means rules out the genic or environmental interpretations.12 Insofar as environmental factors contribute to some of the variance in intelligence test scores , it would not be unreasonable to expect that ...
˹éÒ 464
... social promotion " ( which produces " functionally illiterate " high- school graduates ) . Since school learning takes place in a social context , teachers must obvi- ously be concerned with group and social factors that impinge on the ...
... social promotion " ( which produces " functionally illiterate " high- school graduates ) . Since school learning takes place in a social context , teachers must obvi- ously be concerned with group and social factors that impinge on the ...
˹éÒ 483
... social roles for women should lead to higher aspirations for advanced educational and professional goals . Social - Class Stratification and Education The social - class membership of a pupil has important implications for his or her ...
... social roles for women should lead to higher aspirations for advanced educational and professional goals . Social - Class Stratification and Education The social - class membership of a pupil has important implications for his or her ...
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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