Educational Psychology: A Cognitive View |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 94
˹éÒ 226
macy of Piaget's stages of intellectual development seem quite irrelevant.
Although stages of development ... It is also unreasonable to insist that a given
stage must always occur at the same age in every culture. Since rate of
development is, ...
macy of Piaget's stages of intellectual development seem quite irrelevant.
Although stages of development ... It is also unreasonable to insist that a given
stage must always occur at the same age in every culture. Since rate of
development is, ...
˹éÒ 236
to the following than to the preceding stage of cognitive development , and
represent a very significant advance over the latter . It also appears that Piaget
overstates his case and gives children too little credit when he does not
differentiate ...
to the following than to the preceding stage of cognitive development , and
represent a very significant advance over the latter . It also appears that Piaget
overstates his case and gives children too little credit when he does not
differentiate ...
˹éÒ 247
220 , 223 ) Accelerating Stages of Intellectual Development Is it possible to
accelerate children's progress through the ... The reason is that transition to the
next higher stage is invariably an organic outgrowth of , and hence presupposes ,
the ...
220 , 223 ) Accelerating Stages of Intellectual Development Is it possible to
accelerate children's progress through the ... The reason is that transition to the
next higher stage is invariably an organic outgrowth of , and hence presupposes ,
the ...
¤ÇÒÁ¤Ô´àË繨ҡ¼ÙéÍ×è¹ - à¢Õ¹º·ÇÔ¨Òóì
àÃÒäÁ辺º·ÇÔ¨Òóìã´æ ã¹áËÅè§¢éÍÁÙÅ·ÑèÇä»
à¹×éÍËÒ
The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Knowledge | 64 |
ÅÔ¢ÊÔ·¸Ôì | |
17 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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