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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... possible , it is neces- sarily limited in extent . Developmental considerations inevitably impose a limit on the extent of acceleration that is possible , inasmuch as transition to the next higher stage is invariably an organic ...
... possible , it is neces- sarily limited in extent . Developmental considerations inevitably impose a limit on the extent of acceleration that is possible , inasmuch as transition to the next higher stage is invariably an organic ...
˹éÒ 556
... possible and implements the expression of substantive creativity ( Price and Bell , 1965 ) . In other words , a certain minimal degree of intel- ligence above the average is necessary for the actualization of creative poten- tialities ...
... possible and implements the expression of substantive creativity ( Price and Bell , 1965 ) . In other words , a certain minimal degree of intel- ligence above the average is necessary for the actualization of creative poten- tialities ...
˹éÒ 567
... possible and how best to implement it . There is no rigid dichot- omy between knowing what is possible and knowing what is desirable . In fact , since it would be patently foolish to aim for what is not possible , those who are in the ...
... possible and how best to implement it . There is no rigid dichot- omy between knowing what is possible and knowing what is desirable . In fact , since it would be patently foolish to aim for what is not possible , those who are in 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