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 177
... experience to fear , dislike , and avoid the task . Up to this point , the principle of readiness - the idea that attained developmental capacity limits and influences an individual's ability to profit from current experience or ...
... experience to fear , dislike , and avoid the task . Up to this point , the principle of readiness - the idea that attained developmental capacity limits and influences an individual's ability to profit from current experience or ...
˹éÒ 205
... experience , [ but such experience ] is not assumed to act through external reinforcements , but by a process of mutual influence of the child's activities on each other " ( Smedslund , 1961 ) . Thus , according to Piaget , maturation ...
... experience , [ but such experience ] is not assumed to act through external reinforcements , but by a process of mutual influence of the child's activities on each other " ( Smedslund , 1961 ) . Thus , according to Piaget , maturation ...
˹éÒ 312
... experience , and new propositions are comprehended without any direct reference to or manipulation of concrete props ... experience obviously lessens the particularity and enhances the generality of abstract knowledge and transferable ...
... experience , and new propositions are comprehended without any direct reference to or manipulation of concrete props ... experience obviously lessens the particularity and enhances the generality of abstract knowledge and transferable ...
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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