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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... difficulty , and organization of the learning material ; with the age , intelligence , motivation , and subject - matter sophistication of the learner ; and with the stage and distribution of practice . The basic advantages of the whole ...
... difficulty , and organization of the learning material ; with the age , intelligence , motivation , and subject - matter sophistication of the learner ; and with the stage and distribution of practice . The basic advantages of the whole ...
˹éÒ 322
... difficulty , all other factors being equal , one might anticipate on theoretical grounds that the increase in difficulty would not be dispro- portionate to the increase in task size . Much more important for difficulty of meaningful ...
... difficulty , all other factors being equal , one might anticipate on theoretical grounds that the increase in difficulty would not be dispro- portionate to the increase in task size . Much more important for difficulty of meaningful ...
˹éÒ 325
... Difficulty of the Material The difficulty of the learning task obviously affects learning time , rate of learning ( slope of the learning curve ) , and the amount of material that ... Difficulty of the Material 325 Difficulty of the Material.
... Difficulty of the Material The difficulty of the learning task obviously affects learning time , rate of learning ( slope of the learning curve ) , and the amount of material that ... Difficulty of the Material 325 Difficulty of the Material.
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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