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 terms of degree of cognitive ability , the adolsecent is a different and more
mature person than the preadolescent , but not discontinuously so . 4 And the
acquisition of these increased cognitive abilities plays an important role in
personality ...
In terms of degree of cognitive ability , the adolsecent is a different and more
mature person than the preadolescent , but not discontinuously so . 4 And the
acquisition of these increased cognitive abilities plays an important role in
personality ...
˹éÒ 236
in a population of adolescents and young adults , L . L . Thurstone was able to
isolate only five comparable abilities ... there is evidence from factor analysis ) of
increasing differentiation of intellectual ability ( Garrett , 1946 ; Garrett , Bryan ,
and ...
in a population of adolescents and young adults , L . L . Thurstone was able to
isolate only five comparable abilities ... there is evidence from factor analysis ) of
increasing differentiation of intellectual ability ( Garrett , 1946 ; Garrett , Bryan ,
and ...
˹éÒ 237
primary mental abilities ” are used , they probably have more predictive value for
the particular kinds of subject - matter ... The increased differentiation of
intellectual ability during adolescence is a general phenomenon , but also varies
in ...
primary mental abilities ” are used , they probably have more predictive value for
the particular kinds of subject - matter ... The increased differentiation of
intellectual ability during adolescence is a general phenomenon , but also varies
in ...
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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 |