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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If cognitive structure is clear , stable , and suitably organized , accurate and
unambiguous meanings emerge and tend to retain their dissociability strength or
availability . If , on the other hand , cognitive structure is unstable , ambiguous ...
If cognitive structure is clear , stable , and suitably organized , accurate and
unambiguous meanings emerge and tend to retain their dissociability strength or
availability . If , on the other hand , cognitive structure is unstable , ambiguous ...
˹éÒ 130
1 Actually , the principal effect of existing cognitive structure on new cognitive
performance is on the learning and retention of newly presented materials where
potential meanings are given — not on the solution of problems requiring the ...
1 Actually , the principal effect of existing cognitive structure on new cognitive
performance is on the learning and retention of newly presented materials where
potential meanings are given — not on the solution of problems requiring the ...
˹éÒ 274
bility and clarity of newly - learned meanings in cognitive structure , and hence
enhances their dissociability strength and retention . Practice , in other words , is
not a cognitive structure variable itself but is one of the principle factors ( along ...
bility and clarity of newly - learned meanings in cognitive structure , and hence
enhances their dissociability strength and retention . Practice , in other words , is
not a cognitive structure variable itself but is one of the principle factors ( along ...
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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 |