Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1968 - 685 ˹éÒ The basic premise of this book is that educational psychology is primarily concerned with the nature, conditions, outcomes, and evaluation of classroom learning. |
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˹éÒ 73
... Second , he is generally able to read this latter language . Lastly , he is capable of com- prehending and applying formally - stated syntactical propositions . Thus “ the learner ... approaches the second language with the mechanism of ...
... Second , he is generally able to read this latter language . Lastly , he is capable of com- prehending and applying formally - stated syntactical propositions . Thus “ the learner ... approaches the second language with the mechanism of ...
˹éÒ 74
... second - language learning . It attempts to accomplish this objective through the rote learning of phrases and through the inductive learning of syntactic rules ; through direct association of second - language words and phrases with ...
... second - language learning . It attempts to accomplish this objective through the rote learning of phrases and through the inductive learning of syntactic rules ; through direct association of second - language words and phrases with ...
˹éÒ 77
... second - language learning . No time is wasted in discovery , and both the generalization and the experience of applying it to appropriate exemplars are transferable from the very beginning of practice . As a precisely , explicitly ...
... second - language learning . No time is wasted in discovery , and both the generalization and the experience of applying it to appropriate exemplars are transferable from the very beginning of practice . As a precisely , explicitly ...
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THE ROLE AND SCOPE OF EDUCATIONAL | 3 |
Types of Learning | 20 |
Classification of Learning Variables and the Organization | 26 |
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Educational Psychology: A Cognitive View David Paul Ausubel,Joseph Donald Novak,Helen Hanesian ÁØÁÁͧÍÂèÒ§ÂèÍ - 1978 |
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ability abstract academic achievement acquired acquisition actual adolescent adult anxiety aspects assimilation attitudes Ausubel behavior child classroom cognitive structure component concepts concrete-empirical props creative criterial attributes culturally deprived curriculum derived developmental differential discipline discovery learning discovery method dissociability strength distributed practice E. L. Thorndike educational educational psychology effect ego-enhancement enhance evidence example existing experience facilitating factors feedback genic Hence important increase individual influence insight instances instruction intellectual intelligence test intrinsic motivation Klausmeier knowledge learner learning and retention learning material learning task less logical meaningful learning meanings measure motivation obviously organization overlearning particular personality potentially meaningful practice primary status principles problem solving propositions psychological pupils reception learning relationship relatively relevant response role rote learning scores self-esteem sequentially situations social social class status subject matter subject-matter teachers teaching tend tion transfer typically variables verbal