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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The following kinds of learning problems , therefore , are particularly indigenous
to psychoeducational research : ( a ) discovery of the nature of those aspects of
the learning process affecting the acquisition and long - term retention of ...
The following kinds of learning problems , therefore , are particularly indigenous
to psychoeducational research : ( a ) discovery of the nature of those aspects of
the learning process affecting the acquisition and long - term retention of ...
˹éÒ 263
Similarly when programmed instruction enthusiasts entered the field of
individualized instruction , they focused their attention myopically on practice and
reinforcement aspects of the current learning task . Ericksen ( 1967 ) has stated
the case ...
Similarly when programmed instruction enthusiasts entered the field of
individualized instruction , they focused their attention myopically on practice and
reinforcement aspects of the current learning task . Ericksen ( 1967 ) has stated
the case ...
˹éÒ 523
Developmental Aspects of Concept Acquisition General developmental changes
in concept acquisition have been largely covered already in considering the
concrete - abstraction dimension of cognitive development . From the pre ...
Developmental Aspects of Concept Acquisition General developmental changes
in concept acquisition have been largely covered already in considering the
concrete - abstraction dimension of cognitive development . From the pre ...
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PSYCHOLOGY | 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 |