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 509
... Concept formation is characteristic of the preschool child's inductive3 and Different Ways of Acquiring and Using Concepts 509 Problems in the Acquisition and Use of Concepts Different Ways of Acquiring and Using Concepts.
... Concept formation is characteristic of the preschool child's inductive3 and Different Ways of Acquiring and Using Concepts 509 Problems in the Acquisition and Use of Concepts Different Ways of Acquiring and Using Concepts.
˹éÒ 524
... concepts - those concepts whose meanings he learns by first ex- plicitly relating their criterial attributes to the exemplars from which they are derived , before relating these same attributes to cognitive structure . Generally ...
... concepts - those concepts whose meanings he learns by first ex- plicitly relating their criterial attributes to the exemplars from which they are derived , before relating these same attributes to cognitive structure . Generally ...
˹éÒ 530
... concept refers , never on the act of thought itself . . . . A concept can become subject to consciousness and deliberate control only when it is part of a system . . . . In the scientific concepts that the child acquires in school , the ...
... concept refers , never on the act of thought itself . . . . A concept can become subject to consciousness and deliberate control only when it is part of a system . . . . In the scientific concepts that the child acquires in school , 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