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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Thus meaningful reception learning involves more than the simple cataloguing of
ready - made concepts within existing cognitive structure . In the first place , at
least an implicit judgment of relevance is usually required in deciding which ...
Thus meaningful reception learning involves more than the simple cataloguing of
ready - made concepts within existing cognitive structure . In the first place , at
least an implicit judgment of relevance is usually required in deciding which ...
˹éÒ 189
We refer to the tendency for existing developmental deficits to become
cumulative in nature , since current and future rates of intellectual growth are
always conditioned or limited by the attained level of development . The child
who has an ...
We refer to the tendency for existing developmental deficits to become
cumulative in nature , since current and future rates of intellectual growth are
always conditioned or limited by the attained level of development . The child
who has an ...
˹éÒ 512
Still another perceptual use of existing concepts in cognitive structure is
exemplified by the immediate ( perceptual ) comprehension of the meanings of
previously learned and already meaningful concepts and propositions when they
are ...
Still another perceptual use of existing concepts in cognitive structure is
exemplified by the immediate ( perceptual ) comprehension of the meanings of
previously learned and already meaningful concepts and propositions when they
are ...
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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 |