Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... understanding tends to be intui- tive and somewhat particularistic rather than precise , explicit , and truly abstract . Reception learning at this stage is also limited by the lack of higher - order abstract concepts in cognitive ...
... understanding tends to be intui- tive and somewhat particularistic rather than precise , explicit , and truly abstract . Reception learning at this stage is also limited by the lack of higher - order abstract concepts in cognitive ...
˹éÒ 147
... understanding . At the very worst it may reflect a lower order of understanding than that manifested in abil- ity to apply successfully the principles to problem solving . Another feasible method of testing the occurrence of meaningful ...
... understanding . At the very worst it may reflect a lower order of understanding than that manifested in abil- ity to apply successfully the principles to problem solving . Another feasible method of testing the occurrence of meaningful ...
˹éÒ 314
... understanding , understanding does not necessarily imply ability successfully to solve problems involving meaningful apprecia- tion of the principles in question . Factors other than understanding are also implicated in the outcome of ...
... understanding , understanding does not necessarily imply ability successfully to solve problems involving meaningful apprecia- tion of the principles in question . Factors other than understanding are also implicated in the outcome of ...
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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