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 28
... greater concern with the importance and quality of intellectual training in the school , greater stress on the acquisition of knowledge as an end in itself , and greater willing- ness on the part of the school to assume responsibility ...
... greater concern with the importance and quality of intellectual training in the school , greater stress on the acquisition of knowledge as an end in itself , and greater willing- ness on the part of the school to assume responsibility ...
˹éÒ 29
... greater attention in the form of fifth - year teacher education programs , teachers ' institutes in mathematics and science , and higher subject - matter requirements for teacher certification . Second , various experiments continue to ...
... greater attention in the form of fifth - year teacher education programs , teachers ' institutes in mathematics and science , and higher subject - matter requirements for teacher certification . Second , various experiments continue to ...
˹éÒ 224
... greater differentiation of his abilities and interests , the secondary - school student is prepared to cope with greater depth , as well as with greater breadth , of subject matter . He is ready for more intensive and differentiated ...
... greater differentiation of his abilities and interests , the secondary - school student is prepared to cope with greater depth , as well as with greater breadth , of subject matter . He is ready for more intensive and differentiated ...
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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