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. |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 86
˹éÒ 88
... existing cognitive structure . In the first place , at least an implicit judgment of relevance is usually required in deciding which established ideas in cognitive structure are most relatable to a new learning task . Second , some ...
... existing cognitive structure . In the first place , at least an implicit judgment of relevance is usually required in deciding which established ideas in cognitive structure are most relatable to a new learning task . Second , some ...
˹éÒ 189
... 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 existing deficit in ...
... 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 existing deficit in ...
˹éÒ 512
... existing concept in cognitive structure ) are also reflective of perceptual categorization . Still another perceptual use of existing concepts in cognitive structure is exemplified by the immediate ( perceptual ) comprehension of the ...
... existing concept in cognitive structure ) are also reflective of perceptual categorization . Still another perceptual use of existing concepts in cognitive structure is exemplified by the immediate ( perceptual ) comprehension of the ...
à¹×éÍËÒ
THE ROLE AND SCOPE OF EDUCATIONAL | 3 |
Types of Learning | 20 |
Classification of Learning Variables and the Organization | 26 |
ÅÔ¢ÊÔ·¸Ôì | |
32 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
Educational Psychology: A Cognitive View David Paul Ausubel,Joseph Donald Novak,Helen Hanesian ÁØÁÁͧÍÂèÒ§ÂèÍ - 1978 |
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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