Educational Psychology: A Cognitive View |
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Subsumption In both concept learning and propositional learning, new
information is frequently linked or anchored to relevant aspects of an individual's
existing cognitive structure. This process of linking new information to preexisting
...
Subsumption In both concept learning and propositional learning, new
information is frequently linked or anchored to relevant aspects of an individual's
existing cognitive structure. This process of linking new information to preexisting
...
˹éÒ 167
A Cognitive View David Paul Ausubel, Joseph Donald Novak, Helen Hanesian.
as special cases of the ideas originally mastered.” Actually, the principal effect of
existing cognitive structure on new cognitive performance is on the learning and
...
A Cognitive View David Paul Ausubel, Joseph Donald Novak, Helen Hanesian.
as special cases of the ideas originally mastered.” Actually, the principal effect of
existing cognitive structure on new cognitive performance is on the learning and
...
˹éÒ 311
Long-term organizational changes in cognitive structure that occur in the
demonstrable absence of specific and deliberate practice experience (that is,
incidental learning) may be more properly considered manifestations of
maturation.
Long-term organizational changes in cognitive structure that occur in the
demonstrable absence of specific and deliberate practice experience (that is,
incidental learning) may be more properly considered manifestations of
maturation.
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Knowledge | 64 |
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ability abstract academic achievement acquired acquisition activities actual anxiety approach aspects assimilation attributes Ausubel become behavior changes child classroom cognitive structure complete concepts course creativity culture dependent differentiation discipline discovery educational effects evidence example existing experience facilitate fact factors findings function given greater Hence ideas important increasing individual influence instances instruction intellectual intelligence involved Journal kinds knowledge language later learner learning task less logical material matter meaningful learning meanings measure method motivation nature necessary objectives occurs operations organizers particular performance personality positive possible potentially practice presented principles problem solving propositions Psychology pupils reason reflects relationship relatively relevant response retention rote scores situations social specific stage status subject-matter success task teachers teaching tend theory tion transfer understanding variables verbal