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 25
... already meaningful — that " garçon " represents the meaning of already meaningful " boy " -than to learn a list of paired adjectives such as " unctuous - previous , " " arduous - reversible . " In the first case one is relating in some ...
... already meaningful — that " garçon " represents the meaning of already meaningful " boy " -than to learn a list of paired adjectives such as " unctuous - previous , " " arduous - reversible . " In the first case one is relating in some ...
˹éÒ 46
... already meaningful but the learning task as a whole ( learning the meaning of the theorem ) is yet to be accomplished . Thus already meaningful material , just like its al- ready meaningful component parts , may be perceived or ...
... already meaningful but the learning task as a whole ( learning the meaning of the theorem ) is yet to be accomplished . Thus already meaningful material , just like its al- ready meaningful component parts , may be perceived or ...
˹éÒ 69
... already able to perceive the potential meaning in spoken messages , must now acquire the same ability in relation to written messages . Because the denotative meanings and syntactic functions of the component words he will encounter are ...
... already able to perceive the potential meaning in spoken messages , must now acquire the same ability in relation to written messages . Because the denotative meanings and syntactic functions of the component words he will encounter are ...
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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