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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A . E . Goss and M . C . Moylan ( 1958 ) and M . Yarcozower ( 1959 ) have shown
that this facilitating effect is relative to the extent ... This investigator found that
explicit training in the derivation of figural patterns from code models facilitates
the ...
A . E . Goss and M . C . Moylan ( 1958 ) and M . Yarcozower ( 1959 ) have shown
that this facilitating effect is relative to the extent ... This investigator found that
explicit training in the derivation of figural patterns from code models facilitates
the ...
˹éÒ 169
The Facilitating Effect of Verbalization in Transfer We have already considered
the general facilitating role of language in ... R . M . W . Travers ( 1966 ) found that
verbalization of general principles prior to application facilitates problem solving .
The Facilitating Effect of Verbalization in Transfer We have already considered
the general facilitating role of language in ... R . M . W . Travers ( 1966 ) found that
verbalization of general principles prior to application facilitates problem solving .
˹éÒ 299
The facilitating effect of overtness of response on meaningful learning is further
reduced in an automated instruction context , inasmuch as the provision of
feedback tends to make relatively little difference when the error rate is low (
Evans ...
The facilitating effect of overtness of response on meaningful learning is further
reduced in an automated instruction context , inasmuch as the provision of
feedback tends to make relatively little difference when the error rate is low (
Evans ...
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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 |