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 138
... given task has been shown to facilitate both motor learning ( Duncan , 1953 ) and memorization ( Woodrow , 1927 ) . Overlearning of the training task tends to reduce negative transfer in serial rote learning ( Atwater , 1953 ; Bruce ...
... given task has been shown to facilitate both motor learning ( Duncan , 1953 ) and memorization ( Woodrow , 1927 ) . Overlearning of the training task tends to reduce negative transfer in serial rote learning ( Atwater , 1953 ; Bruce ...
˹éÒ 140
... given field of knowledge might normally be expected to establish the type of cognitive structure that would ... given the experimental group ( or simply by the fact that this group is singled out for special treatment ) rather than by ...
... given field of knowledge might normally be expected to establish the type of cognitive structure that would ... given the experimental group ( or simply by the fact that this group is singled out for special treatment ) rather than by ...
˹éÒ 194
... given culture , a particular stage cannot be expected to occur at the same age for all individuals . When a particular age level is designated for a given stage , it obviously refers to a mean value and implies that a normal range of ...
... given culture , a particular stage cannot be expected to occur at the same age for all individuals . When a particular age level is designated for a given stage , it obviously refers to a mean value and implies that a normal range 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