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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... structure regarding a product . In order to implement this procedure , detailed knowledge about consumers ' cognitive structures is required . The major belief - expectancy dimensions ( or salient product attributes ) in a cognitive ...
... structure regarding a product . In order to implement this procedure , detailed knowledge about consumers ' cognitive structures is required . The major belief - expectancy dimensions ( or salient product attributes ) in a cognitive ...
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... cognitive structure is read by scientific communities working in other scientific disciplines . For instance , a cognitive structure elaborated in physical chem- istry is read by communities from as diverse disciplines as biochemistry ...
... cognitive structure is read by scientific communities working in other scientific disciplines . For instance , a cognitive structure elaborated in physical chem- istry is read by communities from as diverse disciplines as biochemistry ...
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... cognitive psychologists focus on two broad areas : the content of a person's thoughts ( what is thought ) and general thought structures ( how a person thinks ) .58 Cognitive Structure Cognitive structures refer to stable ways of think ...
... cognitive psychologists focus on two broad areas : the content of a person's thoughts ( what is thought ) and general thought structures ( how a person thinks ) .58 Cognitive Structure Cognitive structures refer to stable ways of think ...
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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