Educational Psychology: A Cognitive ViewThe 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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Actual meaning , according to this view , emerges when this potential meaning
becomes converted into new , differentiated , and idiosyncratic cognitive content
within a particular individual as a result of being nonarbitrarily and substantively ...
Actual meaning , according to this view , emerges when this potential meaning
becomes converted into new , differentiated , and idiosyncratic cognitive content
within a particular individual as a result of being nonarbitrarily and substantively ...
˹éÒ 352
In the actual operation of producing curriculum and evaluative materials that are
sound on both subject matter and learning theory - measurement grounds , the
educational psychologist and measurement specialist can collaborate effectively
...
In the actual operation of producing curriculum and evaluative materials that are
sound on both subject matter and learning theory - measurement grounds , the
educational psychologist and measurement specialist can collaborate effectively
...
˹éÒ 505
That is , the cognitive content a group of spoken or written words elicits in the
recipient of a message is a highly simplified , abstract , and generalized version
both of the actual realities to which they refer in the physical world and of the
actual ...
That is , the cognitive content a group of spoken or written words elicits in the
recipient of a message is a highly simplified , abstract , and generalized version
both of the actual realities to which they refer in the physical world and of the
actual ...
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PSYCHOLOGY | 3 |
MEANING AND MEANINGFUL LEARNING | 37 |
MEANINGFUL RECEPTION LEARNING | 83 |
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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 activity actual adult already applied approach aspects assimilation attributes become changes child classroom cognitive structure completely concepts course creative culture dependent derived differentiated difficulty direct discipline discovery educational effect established evidence example existing experience facilitating fact factors findings function given greater Hence ideas important increase individual influence instances instruction intellectual intelligence involved kinds knowledge language largely later learner learning task less logical material meaning meaningful learning measure method motivation nature necessary objective operations organization particular personality positive possible potentially practice presented principles problem solving propositions psychological pupils reason reflects relationship relatively relevant response retention rote scores Second situations social stage status studies subject matter success teachers teaching tend theory tion transfer understanding variables verbal
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| ª×èÍ˹ѧÊ×Í | Educational Psychology: A Cognitive View |
| ¼Ùéáµè§ | David Paul Ausubel |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | Holt, Rinehart and Winston, 1968 |
| µé¹©ºÑºÁÒ¨Ò¡ | University of Michigan |
| á»Å§à»ç¹¢éÍÁÙÅ´Ô¨Ô·ÑÅ | 14 ¡.¤. 2008 |
| ISBN | 0030696402, 9780030696404 |
| ¤ÇÒÁÂÒÇ | 685 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |