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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reason ; and ( b ) When a more advanced learning process is available at a later stage of development , it is both less " natural " and less efficient to use its more primitive precursor . A final argument sometimes advanced for the ...
reason ; and ( b ) When a more advanced learning process is available at a later stage of development , it is both less " natural " and less efficient to use its more primitive precursor . A final argument sometimes advanced for the ...
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Apart from classical conditioning , however , motivation is probably less indispensable for meaningful reception learning ( particularly on an unorganized , short - term basis ) than it is for any other kind of learning .
Apart from classical conditioning , however , motivation is probably less indispensable for meaningful reception learning ( particularly on an unorganized , short - term basis ) than it is for any other kind of learning .
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In the " detour ” problem , for example , older children focus less exclusively on the obtrusively obvious barrier and are better able to appreciate that the most direct route to the goal is not necessarily the shortest .
In the " detour ” problem , for example , older children focus less exclusively on the obtrusively obvious barrier and are better able to appreciate that the most direct route to the goal is not necessarily the shortest .
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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 |