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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... criterial 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 ...
... criterial 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 ...
˹éÒ 514
... criterial attributes of " dog " from diverse examples of dogs , differentiates them from those which are not criterial ( or which are criterial of other concepts ) , and then general- izes the criterial properties to all members of the ...
... criterial attributes of " dog " from diverse examples of dogs , differentiates them from those which are not criterial ( or which are criterial of other concepts ) , and then general- izes the criterial properties to all members of the ...
˹éÒ 518
... criterial 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 ...
... criterial 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 ...
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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