Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 หน้า |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 89
หน้า 47
... words and propositional learning concerns the meanings of ideas expressed by groups of words combined into propositions or sen- tences . In the first instance ( as in naming , labeling , and defining activities ) , learning the meanings ...
... words and propositional learning concerns the meanings of ideas expressed by groups of words combined into propositions or sen- tences . In the first instance ( as in naming , labeling , and defining activities ) , learning the meanings ...
หน้า 54
... words mean , although very commonly done , only generates confusion ( Deese , 1967 ) . Learning what concept words mean obviously demands more sophis- ticated prior knowledge about their corresponding referents than do other forms of ...
... words mean , although very commonly done , only generates confusion ( Deese , 1967 ) . Learning what concept words mean obviously demands more sophis- ticated prior knowledge about their corresponding referents than do other forms of ...
หน้า 55
... words mean , it cannot be assumed that they necessarily do not know the corresponding concept meanings . For example ... words , it is im- portant to appreciate that pupils only have to learn new concept words— not new concepts . Thus it ...
... words mean , it cannot be assumed that they necessarily do not know the corresponding concept meanings . For example ... words , it is im- portant to appreciate that pupils only have to learn new concept words— not new concepts . Thus it ...
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