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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The learner ' s responses during the course of practice may be completely
unaided , on the one hand , or receive the benefit of varying degrees of external
assistance , on the other . The nature and significance of such assistance
obviously ...
The learner ' s responses during the course of practice may be completely
unaided , on the one hand , or receive the benefit of varying degrees of external
assistance , on the other . The nature and significance of such assistance
obviously ...
˹éÒ 375
It is completely task - oriented in the sense that the motive for becoming involved
in the task in question ( acquiring a particular segment of knowledge ) is intrinsic
to the task itself — is simply the need to know ; and hence the reward ( the actual
...
It is completely task - oriented in the sense that the motive for becoming involved
in the task in question ( acquiring a particular segment of knowledge ) is intrinsic
to the task itself — is simply the need to know ; and hence the reward ( the actual
...
˹éÒ 392
... material occurred even after general knowledge of American culture was held
constant . But , as already explained , since the effects of specific
knowledgeability were not eliminated , the influence of cognitive factors was not
completely ...
... material occurred even after general knowledge of American culture was held
constant . But , as already explained , since the effects of specific
knowledgeability were not eliminated , the influence of cognitive factors was not
completely ...
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THE ROLE AND SCOPE OF EDUCATIONAL | 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 |