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 92
First , by becoming “ anchored , ” so to speak , to a modified form of a highly
stable existing idea in cognitive structure ... Strictly speaking , however , the
actual anchoring idea is A ' — not A ; but this distinction can be ignored for all
practical ...
First , by becoming “ anchored , ” so to speak , to a modified form of a highly
stable existing idea in cognitive structure ... Strictly speaking , however , the
actual anchoring idea is A ' — not A ; but this distinction can be ignored for all
practical ...
˹éÒ 93
However , to explain how newly assimilated meanings actually become available
during the retention period , it is necessary to assume that for a variable period of
time they are dissociable from their anchoring ideas , and hence are ...
However , to explain how newly assimilated meanings actually become available
during the retention period , it is necessary to assume that for a variable period of
time they are dissociable from their anchoring ideas , and hence are ...
˹éÒ 94
And the same nonarbitrary relatability to a relevant established idea in cognitive
structure that is necessary for the meaningful learning of a new idea , and that
leads to its enhanced retention through the process of anchoring the emergent ...
And the same nonarbitrary relatability to a relevant established idea in cognitive
structure that is necessary for the meaningful learning of a new idea , and that
leads to its enhanced retention through the process of anchoring the emergent ...
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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 |