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 111
... evidence of meaningful learning , whether through verbal questioning or problem - solving tasks , the possibility of rote memorization should always be borne in mind . Long experience in taking examinations makes students adept at ...
... evidence of meaningful learning , whether through verbal questioning or problem - solving tasks , the possibility of rote memorization should always be borne in mind . Long experience in taking examinations makes students adept at ...
˹éÒ 498
... evidence and by generalizing wildly from equivocal and even negative findings . In view of the apparently sound theoretical reasons listed earlier ( under " Psychological and Educational Rationale of the Discovery Method " ) for ...
... evidence and by generalizing wildly from equivocal and even negative findings . In view of the apparently sound theoretical reasons listed earlier ( under " Psychological and Educational Rationale of the Discovery Method " ) for ...
˹éÒ 575
... evidence of concurrent validity is applicable , it is also necessary to demonstrate that one's population is ... evidence . In the case of an achievement test , the failure of a totally naive student population to obtain better than ...
... evidence of concurrent validity is applicable , it is also necessary to demonstrate that one's population is ... evidence . In the case of an achievement test , the failure of a totally naive student population to obtain better than ...
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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