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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Thus it is reasonable to assume that sheer repetition would play a more
significant role in the learning and short - term retention of discrete and arbitrary
associations , largely isolated from cognitive structure , than it would in the
learning and ...
Thus it is reasonable to assume that sheer repetition would play a more
significant role in the learning and short - term retention of discrete and arbitrary
associations , largely isolated from cognitive structure , than it would in the
learning and ...
˹éÒ 376
Affiliative drive is most prominent during early childhood when children largely
seek and enjoy a derived status based on dependent identification with , and
intrinsic acceptance by , their parents . During this period they strive for academic
...
Affiliative drive is most prominent during early childhood when children largely
seek and enjoy a derived status based on dependent identification with , and
intrinsic acceptance by , their parents . During this period they strive for academic
...
˹éÒ 522
Generic meanings largely consist of modal or generalized images abstracted
from objects and events that are physically similar . Symbols are not used
representationally either in the process of conceptualization , in the attainment of
generic ...
Generic meanings largely consist of modal or generalized images abstracted
from objects and events that are physically similar . Symbols are not used
representationally either in the process of conceptualization , in the attainment of
generic ...
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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 |