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 90
This is where the concept of assimilation enters the picture — an aspect of the
meaningful learning process that was deliberately not introduced earlier to avoid
overcomplicating the issue unnecessarily at that point . In the first place , not only
...
This is where the concept of assimilation enters the picture — an aspect of the
meaningful learning process that was deliberately not introduced earlier to avoid
overcomplicating the issue unnecessarily at that point . In the first place , not only
...
˹éÒ 95
Here the process of obliterative assimilation must obviously conform to a
somewhat different paradigm , since the more stable anchoring ideas in this case
are less inclusive than the new superordinate meanings they assimilate . At least
in the ...
Here the process of obliterative assimilation must obviously conform to a
somewhat different paradigm , since the more stable anchoring ideas in this case
are less inclusive than the new superordinate meanings they assimilate . At least
in the ...
˹éÒ 119
Our assimilation theory differs from Gestalt theory in the following important ways
: ( a ) It attributes all forgetting to interaction between the learning material and
existing cognitive structure and denies that autonomous disintegration of traces ...
Our assimilation theory differs from Gestalt theory in the following important ways
: ( a ) It attributes all forgetting to interaction between the learning material and
existing cognitive structure and denies that autonomous disintegration of traces ...
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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 |