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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... established idea A in cognitive structure as an example , extension , elaboration , modification , or qualifica- tion of the established idea . For example , when students in our culture are first introduced to the unfamiliar Buddhist ...
... established idea A in cognitive structure as an example , extension , elaboration , modification , or qualifica- tion of the established idea . For example , when students in our culture are first introduced to the unfamiliar Buddhist ...
˹éÒ 94
... established idea in cogni- tive structure that is necessary for the meaningful learning of a new idea , and that leads to its enhanced retention through the process of anchoring the emergent meaning to that of the established idea ...
... established idea in cogni- tive structure that is necessary for the meaningful learning of a new idea , and that leads to its enhanced retention through the process of anchoring the emergent meaning to that of the established idea ...
˹éÒ 132
... established and relevant knowledge presumably exists in his cognitive structure that would make Darwinian theory more plausible , cogent , or comprehensible . The organizer itself ( a highly general and inclu- sive statement of ...
... established and relevant knowledge presumably exists in his cognitive structure that would make Darwinian theory more plausible , cogent , or comprehensible . The organizer itself ( a highly general and inclu- sive statement of ...
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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