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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They are also well aware of the fact that although symbol and significate signify
the same things , each consists of an entirely ... These facts are wholly
incompatible with either a conditioning- or rotelearning explanation of acquiring
word ...
They are also well aware of the fact that although symbol and significate signify
the same things , each consists of an entirely ... These facts are wholly
incompatible with either a conditioning- or rotelearning explanation of acquiring
word ...
˹éÒ 67
For example , on the basis of simple contiguity and conditioning principles alone ,
“ John hits Mary ” and “ Mary hits John ” should elicit identical meanings . Even
more important is the fact that in understanding the meaning of " Tom is a thief ...
For example , on the basis of simple contiguity and conditioning principles alone ,
“ John hits Mary ” and “ Mary hits John ” should elicit identical meanings . Even
more important is the fact that in understanding the meaning of " Tom is a thief ...
˹éÒ 168
One important limitation that must be accepted from the outset is the already
emphasized fact that much of the ultimate variability among physicians in clinical
problem - solving performance reflects genically determined variability in
problem ...
One important limitation that must be accepted from the outset is the already
emphasized fact that much of the ultimate variability among physicians in clinical
problem - solving performance reflects genically determined variability in
problem ...
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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 |