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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... achievement - since such approval tends to confirm his derived status . Varying proportions of the cognitive , ego - enhancement , and affiliative components are normally represented in achievement motivation , depend- ing on such ...
... achievement - since such approval tends to confirm his derived status . Varying proportions of the cognitive , ego - enhancement , and affiliative components are normally represented in achievement motivation , depend- ing on such ...
˹éÒ 377
... achievement is borne out empirically by many kinds of evidence . Achievement motiva- tion leads to greater persistence and a higher rate of success in problem- solving situations ( Feather , 1961 ; French and Thomas , 1958 ) and to ...
... achievement is borne out empirically by many kinds of evidence . Achievement motiva- tion leads to greater persistence and a higher rate of success in problem- solving situations ( Feather , 1961 ; French and Thomas , 1958 ) and to ...
˹éÒ 397
... achievement motivation and with a distinc- tive mode of assimilating norms and values . Generally speaking , the non- satellizer exhibits a much higher level of achievement motivation in which the ego - enhancement component is ...
... achievement motivation and with a distinc- tive mode of assimilating norms and values . Generally speaking , the non- satellizer exhibits a much higher level of achievement motivation in which the ego - enhancement component is ...
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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