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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Retention , therefore , is largely a later temporal phase and diminished aspect of
the same phenomenon or functional capacity involved in learning itself . Later
availability is always , at least in part , a function of initial availability .
Retention , therefore , is largely a later temporal phase and diminished aspect of
the same phenomenon or functional capacity involved in learning itself . Later
availability is always , at least in part , a function of initial availability .
˹éÒ 183
As will be pointed out later , however , instruction in reading for culturally
deprived children probably does prevent later retardation in reading . The Effects
of Environmental Deprivation on Cognitive Development What theoretical
grounds and ...
As will be pointed out later , however , instruction in reading for culturally
deprived children probably does prevent later retardation in reading . The Effects
of Environmental Deprivation on Cognitive Development What theoretical
grounds and ...
˹éÒ 249
It is true that followup studies of children matched for IQ in the eighth grade
indicate that even 20 years later reliable differences in intelligence test scores
appear in favor of those who completed more grades in school ( Lorge , 1945 ) .
It is true that followup studies of children matched for IQ in the eighth grade
indicate that even 20 years later reliable differences in intelligence test scores
appear in favor of those who completed more grades in school ( Lorge , 1945 ) .
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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 |