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. |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 84
˹éÒ 90
... assimilation enters the picture — an aspect of the meaningful learning process that was deliberately not intro- duced earlier to avoid overcomplicating the issue unnecessarily at that point . In the first place , not only the new ...
... assimilation enters the picture — an aspect of the meaningful learning process that was deliberately not intro- duced earlier to avoid overcomplicating the issue unnecessarily at that point . In the first place , not only the new ...
˹éÒ 101
... assimilation process in general and of most instances of assimilating new subject matter . It is true , as he asserts , that most specific content aspects of subject matter can be forgotten with impunity as long as they are derivable ...
... assimilation process in general and of most instances of assimilating new subject matter . It is true , as he asserts , that most specific content aspects of subject matter can be forgotten with impunity as long as they are derivable ...
˹éÒ 119
... assimilation theory differs from Gestalt theory in the following important ways : ( a ) It attributes all forgetting to interaction between the learning material and existing cognitive structure and denies that autono- mous ...
... assimilation theory differs from Gestalt theory in the following important ways : ( a ) It attributes all forgetting to interaction between the learning material and existing cognitive structure and denies that autono- mous ...
à¹×éÍËÒ
THE ROLE AND SCOPE OF EDUCATIONAL | 3 |
Types of Learning | 20 |
Classification of Learning Variables and the Organization | 26 |
ÅÔ¢ÊÔ·¸Ôì | |
32 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
Educational Psychology: A Cognitive View David Paul Ausubel,Joseph Donald Novak,Helen Hanesian ÁØÁÁͧÍÂèÒ§ÂèÍ - 1978 |
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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