Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 87
˹éÒ 440
... ( Ausubel , 1949 , 1952 , 1954 ; Ausubel & Kirk , 1977 ) . Nonsatellizing elementary - school chil- dren are more disposed than satellizing children to disagree with the per- ceived opinions of their parents ( Ausubel et al . , 1954 ) ...
... ( Ausubel , 1949 , 1952 , 1954 ; Ausubel & Kirk , 1977 ) . Nonsatellizing elementary - school chil- dren are more disposed than satellizing children to disagree with the per- ceived opinions of their parents ( Ausubel et al . , 1954 ) ...
˹éÒ 634
A Cognitive View David Paul Ausubel, Joseph Donald Novak, Helen Hanesian. Ausubel , D. P. Ego development and the learning process . Child Development , 1949 , 20 , 173–190 . Ausubel , D. P. Prestige motivation of gifted children ...
A Cognitive View David Paul Ausubel, Joseph Donald Novak, Helen Hanesian. Ausubel , D. P. Ego development and the learning process . Child Development , 1949 , 20 , 173–190 . Ausubel , D. P. Prestige motivation of gifted children ...
˹éÒ 635
... Ausubel , D. P. Educational psychology : A cognitive view . New York : Holt , Rinehart and Winston , 1968. ( a ) Ausubel , D. P. Symbolization and symbolic thought : Response to Furth . Child Development , 1968 , 30 , 997-1001 . ( b ) ...
... Ausubel , D. P. Educational psychology : A cognitive view . New York : Holt , Rinehart and Winston , 1968. ( a ) Ausubel , D. P. Symbolization and symbolic thought : Response to Furth . Child Development , 1968 , 30 , 997-1001 . ( b ) ...
à¹×éÍËÒ
The Role and Scope of Educational Psychology | 3 |
Language and Cognitive Functioning | 71 |
Meaningful Reception Learning and Retention | 115 |
ÅÔ¢ÊÔ·¸Ôì | |
16 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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