Educational Psychology: A Cognitive View |
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The weight of the evidence, however, is predominantly in favor of more genic
than environmental determination. In any case, the nature-nurture problem must
be decided by empirical evidence rather than political philosophy. Although, for ...
The weight of the evidence, however, is predominantly in favor of more genic
than environmental determination. In any case, the nature-nurture problem must
be decided by empirical evidence rather than political philosophy. Although, for ...
˹éÒ 266
The weight of the evidence, however, points to: (1) an initial stage (infancy and
the early preschool period), in which the abilities measured by intelligence tests
are predominantly perceptual and sensorimotor in nature and are largely ...
The weight of the evidence, however, points to: (1) an initial stage (infancy and
the early preschool period), in which the abilities measured by intelligence tests
are predominantly perceptual and sensorimotor in nature and are largely ...
˹éÒ 555
... of the discovery method. This is not to say that the evidence is negative, but
rather that there just is no evidence, one way or the other— notwithstanding the
fact that these projects are often cited in the "discovery” literature under the
heading ...
... of the discovery method. This is not to say that the evidence is negative, but
rather that there just is no evidence, one way or the other— notwithstanding the
fact that these projects are often cited in the "discovery” literature under the
heading ...
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Meaningful Reception Learning and Retention | 115 |
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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 studies subject-matter success task teachers teaching tend theory tion transfer understanding variables verbal
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| ª×èÍ˹ѧÊ×Í | Educational Psychology: A Cognitive View |
| ¼Ùéà¢Õ¹ | David Paul Ausubel, Joseph Donald Novak, Helen Hanesian |
| ©ºÑº | 2, ©ºÑº·ÕèÁÕÀÒ¾»ÃСͺ |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | Holt, Rinehart and Winston, 1978 |
| µé¹©ºÑºÁÒ¨Ò¡ | University of Michigan |
| á»Å§à»ç¹¢éÍÁÙÅ´Ô¨Ô·ÑÅ | 3 ¾.Â. 2006 |
| ISBN | 0030899516, 9780030899515 |
| ¤ÇÒÁÂÒÇ | 733 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |