Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... stages of development took place at the same ages . Similarly , within a given culture , a particular stage cannot be expected to occur at the same age for all individuals . When a particular age level is designated for a given stage ...
... stages of development took place at the same ages . Similarly , within a given culture , a particular stage cannot be expected to occur at the same age for all individuals . When a particular age level is designated for a given stage ...
˹éÒ 236
... 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 between primary and ...
... 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 between primary and ...
˹éÒ 247
... Stages of Intellectual Development Is it possible to accelerate children's progress through the preoperational stage or the stage of concrete logical operations by taking account of their characteristic cognitive limitations , and by ...
... Stages of Intellectual Development Is it possible to accelerate children's progress through the preoperational stage or the stage of concrete logical operations by taking account of their characteristic cognitive limitations , and by ...
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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