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 397
... status that he would have to earn through his own competence - the kind of status that would generate feelings of extrinsic adequacy commen- surate with his degree of achievement . He does not , in other words , view academic ...
... status that he would have to earn through his own competence - the kind of status that would generate feelings of extrinsic adequacy commen- surate with his degree of achievement . He does not , in other words , view academic ...
˹éÒ 427
... status , and the opportunities for earned status that it extends to him ; and he in turn , like any person with marginal status , is excessively sensitive to the threat of forfeiting what little status he enjoys as a result of incurring ...
... status , and the opportunities for earned status that it extends to him ; and he in turn , like any person with marginal status , is excessively sensitive to the threat of forfeiting what little status he enjoys as a result of incurring ...
˹éÒ 431
... status within the context of the adut culture . Hence , he is alienated from adult status - giving activities and from adult training institutions , and , accordingly , from adult standards as well . This alienation from adult society ...
... status within the context of the adut culture . Hence , he is alienated from adult status - giving activities and from adult training institutions , and , accordingly , from adult standards as well . This alienation from adult society ...
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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