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 97
... become unavailable ( forgotten ) long before the point of zero dissociability is reached , since they are no longer available below the prevailing threshold of availability ( the critical level of strength a given item must manifest in ...
... become unavailable ( forgotten ) long before the point of zero dissociability is reached , since they are no longer available below the prevailing threshold of availability ( the critical level of strength a given item must manifest in ...
˹éÒ 425
... become fashionable to decry conformity as an unqualified evil in and of itself . The issue , however , is not nearly that simple . In the first place , a certain desirable degree of conformity is necessary both for the viability of ...
... become fashionable to decry conformity as an unqualified evil in and of itself . The issue , however , is not nearly that simple . In the first place , a certain desirable degree of conformity is necessary both for the viability of ...
˹éÒ 519
... become more abstract and general in nature . The identification of relevant criterial attributes similarly becomes ... become sharper . Idiosyncratic and subjectivistic elements become less prominent as the learner's version of the ...
... become more abstract and general in nature . The identification of relevant criterial attributes similarly becomes ... become sharper . Idiosyncratic and subjectivistic elements become less prominent as the learner's version of the ...
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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