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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˹éÒ 26
Classification of Learning Variables and the Organization of the Book Inasmuch
as instruction involves the manipulation of those variables ( factors ) influencing
learning , a rational classification of learning variables can be of considerable ...
Classification of Learning Variables and the Organization of the Book Inasmuch
as instruction involves the manipulation of those variables ( factors ) influencing
learning , a rational classification of learning variables can be of considerable ...
˹éÒ 27
These general variables affect such relevant conditions of learning as alertness ,
attentiveness , level of effort , persistence , and concentration ; ( e ) personality
factors - individual differences in level and kind of motivation , in personal ...
These general variables affect such relevant conditions of learning as alertness ,
attentiveness , level of effort , persistence , and concentration ; ( e ) personality
factors - individual differences in level and kind of motivation , in personal ...
˹éÒ 369
variables we have considered in previous chapters ? In the first place , cognitive
variables influence directly the very conditions ( parameters ) determining the
interaction between new learning material and existing cognitive structure , and ...
variables we have considered in previous chapters ? In the first place , cognitive
variables influence directly the very conditions ( parameters ) determining the
interaction between new learning material and existing cognitive structure , and ...
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THE ROLE AND SCOPE OF EDUCATIONAL | 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 |