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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˹éÒ 145
... dependent passage ; but the number of times that the first pas- sage is read bears no relationship to the learning of an otherwise sequentially dependent passage if the latter includes all of the essential points of the first passage as ...
... dependent passage ; but the number of times that the first pas- sage is read bears no relationship to the learning of an otherwise sequentially dependent passage if the latter includes all of the essential points of the first passage as ...
˹éÒ 160
... dependent on Part I ) the stability and clarity of the antecedent material crucially affect the learning and retention of the later - appearing material ( Ausubel and Fitzgerald , 1962 ) .9 The stability and clarity of existing ...
... dependent on Part I ) the stability and clarity of the antecedent material crucially affect the learning and retention of the later - appearing material ( Ausubel and Fitzgerald , 1962 ) .9 The stability and clarity of existing ...
˹éÒ 289
... dependent tasks that presuppose such mastery or consolidation of the current task . This , of course , is an example of positive transfer . The relative value of transfer and direct practice has already been considered in another ...
... dependent tasks that presuppose such mastery or consolidation of the current task . This , of course , is an example of positive transfer . The relative value of transfer and direct practice has already been considered in another ...
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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