Educational Psychology: A Cognitive ViewThe 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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In seeking evidence of meaningful learning , whether through verbal questioning
or problem - solving tasks , the possibility of rote memorization should always be
borne in mind . Long experience in taking examinations makes students adept ...
In seeking evidence of meaningful learning , whether through verbal questioning
or problem - solving tasks , the possibility of rote memorization should always be
borne in mind . Long experience in taking examinations makes students adept ...
˹éÒ 277
Meaningful versus Rote Learning and Retention The role and significance of
frequency are different for meaningful than for rote learning and retention
precisely because rote and meaningful learning processes themselves are so
different from ...
Meaningful versus Rote Learning and Retention The role and significance of
frequency are different for meaningful than for rote learning and retention
precisely because rote and meaningful learning processes themselves are so
different from ...
˹éÒ 618
Hovland , C. I. Experimental studies in rote - learning theory : V. Comparison of
distribution of practice in serial and paired - associate learning . J. exp . Psychol .
, 1939 , 25 , 622-633 . Hovland , C. I. Experimental studies in rote - learning ...
Hovland , C. I. Experimental studies in rote - learning theory : V. Comparison of
distribution of practice in serial and paired - associate learning . J. exp . Psychol .
, 1939 , 25 , 622-633 . Hovland , C. I. Experimental studies in rote - learning ...
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PSYCHOLOGY | 3 |
MEANING AND MEANINGFUL LEARNING | 37 |
MEANINGFUL RECEPTION LEARNING | 83 |
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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 activity actual adult already applied approach aspects assimilation attributes become changes child classroom cognitive structure completely concepts course creative culture dependent derived differentiated difficulty direct discipline discovery educational effect established evidence example existing experience facilitating fact factors findings function given greater Hence ideas important increase individual influence instances instruction intellectual intelligence involved kinds knowledge language largely later learner learning task less logical material meaning meaningful learning measure method motivation nature necessary objective operations organization particular personality positive possible potentially practice presented principles problem solving propositions psychological pupils reason reflects relationship relatively relevant response retention rote scores Second situations social stage status studies subject matter success teachers teaching tend theory tion transfer understanding variables verbal
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| ª×èÍ˹ѧÊ×Í | Educational Psychology: A Cognitive View |
| ¼Ùéáµè§ | David Paul Ausubel |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | Holt, Rinehart and Winston, 1968 |
| µé¹©ºÑºÁÒ¨Ò¡ | University of Michigan |
| á»Å§à»ç¹¢éÍÁÙÅ´Ô¨Ô·ÑÅ | 14 ¡.¤. 2008 |
| ISBN | 0030696402, 9780030696404 |
| ¤ÇÒÁÂÒÇ | 685 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |