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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Amount of learning material is a crucial variable in the part - whole problem
because of the tendency for learning difficulty to increase much more rapidly than
the time required for combining separately learned parts as amount of material is
...
Amount of learning material is a crucial variable in the part - whole problem
because of the tendency for learning difficulty to increase much more rapidly than
the time required for combining separately learned parts as amount of material is
...
˹éÒ 322
The disproportionate increase in intra - serial interference accompanying
increase in task size , which obviously has an ... Hence , although increasing the
length of a meaningful learning task undoubtedly increases its difficulty , all other
...
The disproportionate increase in intra - serial interference accompanying
increase in task size , which obviously has an ... Hence , although increasing the
length of a meaningful learning task undoubtedly increases its difficulty , all other
...
˹éÒ 385
Unlike the informational ( cognitive ) consequences of feedback ( confirmation ,
correction , and clarification ) , which impinge directly on , and can therefore
increase the dissociability strength of previously - learned meanings , the
affectively ...
Unlike the informational ( cognitive ) consequences of feedback ( confirmation ,
correction , and clarification ) , which impinge directly on , and can therefore
increase the dissociability strength of previously - learned meanings , the
affectively ...
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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 |