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 138
... Overlearning of the training task tends to reduce negative transfer in serial rote learning ( Atwater , 1953 ; Bruce , 1933 ; Mandler , 1954 ; Underwood , 1949 ; Yarcozower , 1959 ) because it establishes the particular relevance of ...
... Overlearning of the training task tends to reduce negative transfer in serial rote learning ( Atwater , 1953 ; Bruce , 1933 ; Mandler , 1954 ; Underwood , 1949 ; Yarcozower , 1959 ) because it establishes the particular relevance of ...
˹éÒ 144
... overlearning of the new material , since such overlearning does not in any way strengthen or clarify the established con- cepts which provide anchorage for long - term retention . When established ideas in cognitive structure are ...
... overlearning of the new material , since such overlearning does not in any way strengthen or clarify the established con- cepts which provide anchorage for long - term retention . When established ideas in cognitive structure are ...
˹éÒ 145
... overlearning on the relative stability of anchoring ideas in cognitive structure , and hence on their relative ability to enhance meaningful verbal learning and reten- tion . D. Ausubel and D. Fitzgerald ( 1962 ) found that degree of ...
... overlearning on the relative stability of anchoring ideas in cognitive structure , and hence on their relative ability to enhance meaningful verbal learning and reten- tion . D. Ausubel and D. Fitzgerald ( 1962 ) found that degree of ...
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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