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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... largely isolated from cognitive structure , than it would in the learning and longer - term retention of materials that can be meaningfully incorporated within that structure . In meaningful , as opposed to rote , learning situations ...
... largely isolated from cognitive structure , than it would in the learning and longer - term retention of materials that can be meaningfully incorporated within that structure . In meaningful , as opposed to rote , learning situations ...
˹éÒ 376
... largely seek and enjoy a derived status based on dependent identification with , and intrinsic acceptance by , their parents . During this period they strive for academic achievement as one way of meeting their parents ' expectations ...
... largely seek and enjoy a derived status based on dependent identification with , and intrinsic acceptance by , their parents . During this period they strive for academic achievement as one way of meeting their parents ' expectations ...
˹éÒ 522
... largely because of their unique ability to acquire abstract concepts ( which itself is so largely dependent on language ) that human beings are singularly capable both of meaningful reception learning and of meaningfully solving complex ...
... largely because of their unique ability to acquire abstract concepts ( which itself is so largely dependent on language ) that human beings are singularly capable both of meaningful reception learning and of meaningfully solving complex ...
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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