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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Another equally pointless controversy is the argument over whether the
intelligence test score is a measure of performance or capacity . Obviously ,
capacity cannot be measured directly and must therefore be inferred from
performance ; but if ...
Another equally pointless controversy is the argument over whether the
intelligence test score is a measure of performance or capacity . Obviously ,
capacity cannot be measured directly and must therefore be inferred from
performance ; but if ...
˹éÒ 228
Are Intelligence Tests Unfair to Culturally Deprived Children ? “ Liberal ”
educators often unwarrantedly castigate the intelligence test as being “ unfair ” to
the culturally deprived child , both because it emphasizes verbal ability , rather
than the ...
Are Intelligence Tests Unfair to Culturally Deprived Children ? “ Liberal ”
educators often unwarrantedly castigate the intelligence test as being “ unfair ” to
the culturally deprived child , both because it emphasizes verbal ability , rather
than the ...
˹éÒ 556
Much more important than the relationship between intelligence and supportive
measures of creativity is the relationship between intelligence and true
substantive creativity . The evidence invariably shows that creative individuals in
art ...
Much more important than the relationship between intelligence and supportive
measures of creativity is the relationship between intelligence and true
substantive creativity . The evidence invariably shows that creative individuals in
art ...
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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 |