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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First , by becoming “ anchored , " so to speak , to a modified form of a highly stable existing idea in cognitive structure ... exerted by previously learned , concurrently experienced , and subsequently encountered similar ideas .
First , by becoming “ anchored , " so to speak , to a modified form of a highly stable existing idea in cognitive structure ... exerted by previously learned , concurrently experienced , and subsequently encountered similar ideas .
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progressively less inclusive , or more highly differentiated , ideas , each linked to the next higher step in the hierarchy through assimilative bonds . As suggested above , the assimilation or anchoring process probably has a generally ...
progressively less inclusive , or more highly differentiated , ideas , each linked to the next higher step in the hierarchy through assimilative bonds . As suggested above , the assimilation or anchoring process probably has a generally ...
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Forgetting is thus a continuation or later temporal phase of the same assimilative process underlying the availability of newly learned ideas . And the same nonarbitrary relatability to a relevant established idea in cognitive structure ...
Forgetting is thus a continuation or later temporal phase of the same assimilative process underlying the availability of newly learned ideas . And the same nonarbitrary relatability to a relevant established idea in cognitive structure ...
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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 |