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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quisition and retention of a subordinate meaning . This is the type of meaning that
results when a potentially meaningful concept or proposition a can be subsumed
under a more inclusive established idea A in cognitive structure as an example ...
quisition and retention of a subordinate meaning . This is the type of meaning that
results when a potentially meaningful concept or proposition a can be subsumed
under a more inclusive established idea A in cognitive structure as an example ...
˹éÒ 132
If the new learning material ( for example , the Darwinian theory of evolution ) is
entirely unfamiliar to the learner , the organizer might include whatever
established and relevant knowledge presumably exists in his cognitive structure
that would ...
If the new learning material ( for example , the Darwinian theory of evolution ) is
entirely unfamiliar to the learner , the organizer might include whatever
established and relevant knowledge presumably exists in his cognitive structure
that would ...
˹éÒ 157
This second way in which organizers purportedly promote integrative
reconciliation is predicated on the assumption that if the distinguishing features of
the new learning task are not originally salient or readily discriminable from
established ...
This second way in which organizers purportedly promote integrative
reconciliation is predicated on the assumption that if the distinguishing features of
the new learning task are not originally salient or readily discriminable from
established ...
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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 |