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 90
... ideational unit or ideational complex , A'a ' . In the more complete sense of the term , therefore , the actual interactional product of the meaning- ful learning process is not just the new meaning a ' , which is really only a partial ...
... ideational unit or ideational complex , A'a ' . In the more complete sense of the term , therefore , the actual interactional product of the meaning- ful learning process is not just the new meaning a ' , which is really only a partial ...
˹éÒ 109
... ideational systems , play little if any role . The important mechanisms involved in this process are : ( a ) achievement of appropriate relational anchorage within a relevant idea- tional system , and ( b ) retention of the ...
... ideational systems , play little if any role . The important mechanisms involved in this process are : ( a ) achievement of appropriate relational anchorage within a relevant idea- tional system , and ( b ) retention of the ...
˹éÒ 158
... ideational organizer prior to learning the Southern point of view about the Civil War , remembered more of this material than did a control group of students who studied a purely descriptive introductory passage ( Fitzgerald and Ausubel ...
... ideational organizer prior to learning the Southern point of view about the Civil War , remembered more of this material than did a control group of students who studied a purely descriptive introductory passage ( Fitzgerald and Ausubel ...
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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