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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Actually , of course , assimilated items become unavailable ( forgotten ) long
before the point of zero dissociability is reached , since they are no longer
available below the prevailing threshold of availability ( the critical level of
strength a given ...
Actually , of course , assimilated items become unavailable ( forgotten ) long
before the point of zero dissociability is reached , since they are no longer
available below the prevailing threshold of availability ( the critical level of
strength a given ...
˹éÒ 425
As adolescents become more and more resistive to adult suggestion and
increasingly indifferent to adult approval and ... the approval or disapproval of
peers becomes progressively the most influential force motivating adolescent
conduct .
As adolescents become more and more resistive to adult suggestion and
increasingly indifferent to adult approval and ... the approval or disapproval of
peers becomes progressively the most influential force motivating adolescent
conduct .
˹éÒ 519
It becomes increasingly less global , less impressionistic , and less diffuse ( S. C.
Fisher , 1916 ) ; the learner focuses ... Generic mental content also tends to be
emptied of particularistic attributes and to become more abstract and general in ...
It becomes increasingly less global , less impressionistic , and less diffuse ( S. C.
Fisher , 1916 ) ; the learner focuses ... Generic mental content also tends to be
emptied of particularistic attributes and to become more abstract and general in ...
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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 |