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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Second , and more important , both interactional products a ' and Al remain in
relationship to each other as linked co - members of a new composite ideational
unit or ideational complex , A ' a ' . In the more complete sense of the term ...
Second , and more important , both interactional products a ' and Al remain in
relationship to each other as linked co - members of a new composite ideational
unit or ideational complex , A ' a ' . In the more complete sense of the term ...
˹éÒ 109
In this type of learning - retention process , the formation and strengthening of
arbitrary associative bonds between discrete , verbatim elements , isolated in an
organizational sense from established ideational systems , play little if any role .
In this type of learning - retention process , the formation and strengthening of
arbitrary associative bonds between discrete , verbatim elements , isolated in an
organizational sense from established ideational systems , play little if any role .
˹éÒ 158
controversial ideational material contrary to the established beliefs of the learner .
The underlying hypothesis of this approach is that selective forgetting under
these conditions is not so much a manifestation of selective perception and ...
controversial ideational material contrary to the established beliefs of the learner .
The underlying hypothesis of this approach is that selective forgetting under
these conditions is not so much a manifestation of selective perception and ...
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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 |