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. |
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˹éÒ 173
... individual , who requires immediate and clear - cut answers and is impatient with conflicting evidence and tentative conclusions , tends to exhibit either excessive impulsiveness or excessive cau- tiousness in decision making ( Smock ...
... individual , who requires immediate and clear - cut answers and is impatient with conflicting evidence and tentative conclusions , tends to exhibit either excessive impulsiveness or excessive cau- tiousness in decision making ( Smock ...
˹éÒ 239
... individual guidance , however , a reliability coefficient of .80 is not too reassuring . In dealing with a particular individual it does not suffice to know that a majority of individuals at age 18 will occupy the same relative posi ...
... individual guidance , however , a reliability coefficient of .80 is not too reassuring . In dealing with a particular individual it does not suffice to know that a majority of individuals at age 18 will occupy the same relative posi ...
˹éÒ 308
... individual and decreased for the unsuccessful individual . The nondifferential program , in which all learners proceed through the same sequence of steps , is conventionally referred to as " linear , " in contrast to the " branching ...
... individual and decreased for the unsuccessful individual . The nondifferential program , in which all learners proceed through the same sequence of steps , is conventionally referred to as " linear , " in contrast to the " branching ...
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THE ROLE AND SCOPE OF EDUCATIONAL | 3 |
Types of Learning | 20 |
Classification of Learning Variables and the Organization | 26 |
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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 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