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 some 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 ...
In some 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 ...
˹éÒ 279
But if a particular rote learning task is unrelated to or inconsistent with habitual
expectancies ( for instance , associating the second member of one paired
associate with the first member of the next paired associate in the series ) , it is ...
But if a particular rote learning task is unrelated to or inconsistent with habitual
expectancies ( for instance , associating the second member of one paired
associate with the first member of the next paired associate in the series ) , it is ...
˹éÒ 521
They rely instead on confirmation of positive instances . ... essential difference
between positive and negative information is the fact that a positive instance
indicates explicitly that at least one of the attributes of the instance is criterial ,
whereas ...
They rely instead on confirmation of positive instances . ... essential difference
between positive and negative information is the fact that a positive instance
indicates explicitly that at least one of the attributes of the instance is criterial ,
whereas ...
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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 |