born in Berlin, Germany, in 1886 1903-1908, studied philosophy and psy. at the Uni.of Edinburgh in Scotland and Uni. of Berlin. 1910, went to work as assistants to Friedrich Schumann at the Psychological Institute in Frankfurt 1924, went to America and worked in Connel Uni., Wisconsin Uni. And Smith College till his death. Koffka introduced it to the United States and systematized Gestalt psychology into a coherent body of theories

“If I had to reduce all educational psychology just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly

Defining Declarative Knowledge: (labels, names, facts, lists). Declarative knowledge is often associated with rote memory. It is the substance with which we think. It is often associated with the knowledge and comprehension level of Bloom's taxonomy. Examples of Declarative Knowledge: Often within your instructional design there are terms that your learners need to know and understand in order to more effectively communicate or proceed through

Constructivism are based on the idea that, unlike a computer disk or an empty container, students do not wait passively to be filled up with knowledge. Rather, students actively build, or construct, their own knowledge.Teachers cannot entirely control their students’ learning, expert teachers can do much to facilitate students’ own active learning processes. (Cobb,2000)

Moral development is the process by which individuals acquire a sense of right and wrong, to use in evaluating their own actions and the actions of others

1 Acronyms and Acrostics: (for information involving key words) An acronym is an invented combination of letters. Each letter is a cue to an idea you need to remember. Example: BRASS is an acronym for how to shoot a rifle--Breath, Relax, Aim, Sight, Squeeze

反应时间的概念 反应时间的研究简史 反应时间的测定方法 减法反应时 加法反应时 开窗实验 反应时间的速度与准确性的权衡 反应时间作为因变量的优越性 影响反应时间的因素 测量反应时间的注意事项

思维的普遍形式是问 题解决。当我们提出 “这是什么？”“为 什么”这些问题时， 我们就开始了思维活 动

一、意识的概念 二、对意识问题的实验研究 三、意识和无意识过程之间的关系 四、意识研究的多学科途径

一、情绪 二、动机 三、归因