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 53
... example , when children learn that the familiar concepts of carrots , peas , beans , beets , and spinach may all be subsumed under the new term " vegetable " ) . Integrative reconciliation or synthesis of several apparently conflicting ...
... example , when children learn that the familiar concepts of carrots , peas , beans , beets , and spinach may all be subsumed under the new term " vegetable " ) . Integrative reconciliation or synthesis of several apparently conflicting ...
˹éÒ 303
... example or furnishing neither rule nor example . The pro- vision of rules was more effective in all instances than the provision of worked examples . Guidance under these circumstances apparently sensitizes the learner to the salient ...
... example or furnishing neither rule nor example . The pro- vision of rules was more effective in all instances than the provision of worked examples . Guidance under these circumstances apparently sensitizes the learner to the salient ...
˹éÒ 574
... example , to make precise assessments of personality status , to make a specific diagnosis of behavior disorder , to make predictions of indi- vidual outcome ) . The problem of validity arises in the first place because psychological ...
... example , to make precise assessments of personality status , to make a specific diagnosis of behavior disorder , to make predictions of indi- vidual outcome ) . The problem of validity arises in the first place because psychological ...
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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