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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In the first place , cognitive variables influence directly the very conditions (
parameters ) determining the interaction between new learning material and
existing cognitive structure , and hence the emergence of new meanings and the
...
In the first place , cognitive variables influence directly the very conditions (
parameters ) determining the interaction between new learning material and
existing cognitive structure , and hence the emergence of new meanings and the
...
˹éÒ 370
For the most part they merely impinge indirectly on this process and influence
dissociability strength in a nonspecific facilitating fashion . For example , through
such motivational effects as mobilization of effort and concentration of attention ...
For the most part they merely impinge indirectly on this process and influence
dissociability strength in a nonspecific facilitating fashion . For example , through
such motivational effects as mobilization of effort and concentration of attention ...
˹éÒ 373
Both theoretical considerations and the weight of the available evidence suggest
that motivational factors influence meaningful retention selectively by inhibiting (
raising ) rather than facilitating ( lowering ) particular thresholds of recognition ...
Both theoretical considerations and the weight of the available evidence suggest
that motivational factors influence meaningful retention selectively by inhibiting (
raising ) rather than facilitating ( lowering ) particular thresholds of recognition ...
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PSYCHOLOGY | 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 |