Educational Psychology: A Cognitive View |
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for the most part requiring short-term retention. The research findings under these
conditions indicate that subjects who respond covertly not only learn and retain
verbal material as well as or better than subjects who construct their responses, ...
for the most part requiring short-term retention. The research findings under these
conditions indicate that subjects who respond covertly not only learn and retain
verbal material as well as or better than subjects who construct their responses, ...
˹éÒ 333
The facilitating effect of overtness of response on meaningful learning is further
reduced in an automated instruction context, ... If because of small step size (slow
rate of introducing new material), the subject's responses are almost invariably ...
The facilitating effect of overtness of response on meaningful learning is further
reduced in an automated instruction context, ... If because of small step size (slow
rate of introducing new material), the subject's responses are almost invariably ...
˹éÒ 334
These considerations, of course, apply primarily to the learning of rote materials,
both because overtness of response is not ... and because the presence of
competing responses affects meaningful learning differently than it does rote
learning.
These considerations, of course, apply primarily to the learning of rote materials,
both because overtness of response is not ... and because the presence of
competing responses affects meaningful learning differently than it does rote
learning.
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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
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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 |