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 38
... learner manifest a meaningful learning set , that is , a disposition to relate the new material nonarbitrarily and substantively to his cognitive structure , and that the material he learns be potentially meaningful to him , namely ...
... learner manifest a meaningful learning set , that is , a disposition to relate the new material nonarbitrarily and substantively to his cognitive structure , and that the material he learns be potentially meaningful to him , namely ...
˹éÒ 307
... learner will devote too little time to difficult portions of the ma- terial and too much time to easy portions . Lastly , the importance of immediate learning rewards varies with the learner's drive and level of maturity . Highly ...
... learner will devote too little time to difficult portions of the ma- terial and too much time to easy portions . Lastly , the importance of immediate learning rewards varies with the learner's drive and level of maturity . Highly ...
˹éÒ 515
... learner's representational equation of a particular arbitrary term ( the concept name ) with its corresponding generic meaning for him , is merely a form of repre- sentational learning that follows the concept attainment process . The ...
... learner's representational equation of a particular arbitrary term ( the concept name ) with its corresponding generic meaning for him , is merely a form of repre- sentational learning that follows the concept attainment process . The ...
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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