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. |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 93
˹éÒ 146
... knowledge and the learning of unfamiliar material in the same subject - matter field . Students with a more extensive knowledge of Christianity are better able to learn principles of Buddhism than are students of equal academic aptitude ...
... knowledge and the learning of unfamiliar material in the same subject - matter field . Students with a more extensive knowledge of Christianity are better able to learn principles of Buddhism than are students of equal academic aptitude ...
˹éÒ 164
... knowledge so acquired is neither applicable nor even applied to problems outside the classroom . Of course , if the knowledge is applicable to the problems of living , so much the better ; but this is not the primary objective of ...
... knowledge so acquired is neither applicable nor even applied to problems outside the classroom . Of course , if the knowledge is applicable to the problems of living , so much the better ; but this is not the primary objective of ...
˹éÒ 167
... knowledge and learning to solve the particular clinical problems of individual patients ) are less closely related than in the case of the first transfer situation ; and the abilities influencing success in the first task are similarly ...
... knowledge and learning to solve the particular clinical problems of individual patients ) are less closely related than in the case of the first transfer situation ; and the abilities influencing success in the first task are similarly ...
à¹×éÍËÒ
THE ROLE AND SCOPE OF EDUCATIONAL | 3 |
Types of Learning | 20 |
Classification of Learning Variables and the Organization | 26 |
ÅÔ¢ÊÔ·¸Ôì | |
32 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
Educational Psychology: A Cognitive View David Paul Ausubel,Joseph Donald Novak,Helen Hanesian ÁØÁÁͧÍÂèÒ§ÂèÍ - 1978 |
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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