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 398
... primary status , he will , even as an adult , continue to enjoy the residual sense of intrinsic worth which his parents earlier conferred on him and will continue to satellize in some aspects of his current interpersonal relationships ...
... primary status , he will , even as an adult , continue to enjoy the residual sense of intrinsic worth which his parents earlier conferred on him and will continue to satellize in some aspects of his current interpersonal relationships ...
˹éÒ 404
... status which is derived from his dependent relationship to his parents , and which is independent of his actual com- petencies . As he becomes older , he will increasingly strive for a more primary status based upon his own ...
... status which is derived from his dependent relationship to his parents , and which is independent of his actual com- petencies . As he becomes older , he will increasingly strive for a more primary status based upon his own ...
˹éÒ 422
... primary status , prestige , power , and self - aggrandizement . He does not subordinate himself to group interests or experience spontaneous satisfaction in gregarious activity . Every social move is carefully deliberated for the ...
... primary status , prestige , power , and self - aggrandizement . He does not subordinate himself to group interests or experience spontaneous satisfaction in gregarious activity . Every social move is carefully deliberated for 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