Educational Psychology: A Cognitive View |
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A Cognitive View David Paul Ausubel, Joseph Donald Novak, Helen Hanesian.
conceptual meanings in ways that constitute the criterial attributes of more
abstract and complex concepts, such as “chief of state or chief executive of a
republic" ...
A Cognitive View David Paul Ausubel, Joseph Donald Novak, Helen Hanesian.
conceptual meanings in ways that constitute the criterial attributes of more
abstract and complex concepts, such as “chief of state or chief executive of a
republic" ...
˹éÒ 100
In concept formation the learner generates hypotheses or problemsolving
propositions that aim at defining the abstracted criterial attributes of the concept
to be learned . To be potentially meaningful a given hypothesis must embody a
means ...
In concept formation the learner generates hypotheses or problemsolving
propositions that aim at defining the abstracted criterial attributes of the concept
to be learned . To be potentially meaningful a given hypothesis must embody a
means ...
˹éÒ 101
The nature of the hypothesis testing needed to abstract criterial attributes from
exemplars of concepts has sufficient commonality that positive transfer exists
from learned concepts to new concept formation. Contemporaneously, as a
concept is ...
The nature of the hypothesis testing needed to abstract criterial attributes from
exemplars of concepts has sufficient commonality that positive transfer exists
from learned concepts to new concept formation. Contemporaneously, as a
concept is ...
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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