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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Distribution of practice facilitates meaningful as well as rote learning . ... Massed
practice is more effective for the immediate retention of meaningfully learned
materials ( probably because of reminiscence ) , but distributed practice is
superior ...
Distribution of practice facilitates meaningful as well as rote learning . ... Massed
practice is more effective for the immediate retention of meaningfully learned
materials ( probably because of reminiscence ) , but distributed practice is
superior ...
˹éÒ 293
Rehearsal , a psychological variant of perseveration involving implicit practice ,
does not require any unparsimonious neurological assumptions , and may very
well explain part of the effect of distributed practice in certain instances ; but it ...
Rehearsal , a psychological variant of perseveration involving implicit practice ,
does not require any unparsimonious neurological assumptions , and may very
well explain part of the effect of distributed practice in certain instances ; but it ...
˹éÒ 295
9 Hence , the superiority of delayed retention following distributed as against
massed practice must be attributed both to the direct “ immunizing " effect of prior
forgetting on the retention process itself , or to the indirect enhancement of
retention ...
9 Hence , the superiority of delayed retention following distributed as against
massed practice must be attributed both to the direct “ immunizing " effect of prior
forgetting on the retention process itself , or to the indirect enhancement of
retention ...
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THE ROLE AND SCOPE OF EDUCATIONAL | 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 |