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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... attributes directly to his cognitive structure — but typically with the benefit of concrete - empirical props , namely , exemplars of the various attributes . The use of such props in concept acquisition implies a more abstract process ...
... attributes directly to his cognitive structure — but typically with the benefit of concrete - empirical props , namely , exemplars of the various attributes . The use of such props in concept acquisition implies a more abstract process ...
˹éÒ 518
... attributes of the concept to be learned . To be potentially meaningful , a given hy- pothesis must embody a means - end relationship ; that is , the hypothesized criterial attributes must be exemplifiable in the specific exemplars . The ...
... attributes of the concept to be learned . To be potentially meaningful , a given hy- pothesis must embody a means - end relationship ; that is , the hypothesized criterial attributes must be exemplifiable in the specific exemplars . The ...
˹éÒ 521
... attributes that are criterial and those that are not . Progress is relatively slow but little risk is involved . In focus gambling , the procedure is very much the same except that the subject successively looks for exemplars that ...
... attributes that are criterial and those that are not . Progress is relatively slow but little risk is involved . In focus gambling , the procedure is very much the same except that the subject successively looks for exemplars that ...
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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