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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... instances the separate components of a very complex performance must be mastered separately before the task as a whole can be attempted with any hope of success ( Eckstrand and Wickens , 1954 ) . Other Theories of Transfer The cognitive ...
... instances the separate components of a very complex performance must be mastered separately before the task as a whole can be attempted with any hope of success ( Eckstrand and Wickens , 1954 ) . Other Theories of Transfer The cognitive ...
˹éÒ 279
... instance , drawing a line of specified length , estimating the length of paper strips ) bears no relation to learning ( improvement ) . In instances where a constant stimulus şituation is repeated but the response is variable or ...
... instance , drawing a line of specified length , estimating the length of paper strips ) bears no relation to learning ( improvement ) . In instances where a constant stimulus şituation is repeated but the response is variable or ...
˹éÒ 521
... instances . L. S. Braley attributes this phenomenon to the greater demands that the use of negative information makes on memory storage . The essential difference between positive and negative information is the fact that a positive ...
... instances . L. S. Braley attributes this phenomenon to the greater demands that the use of negative information makes on memory storage . The essential difference between positive and negative information is the fact that a positive ...
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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