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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manifests logical meaning if it can be related on a nonarbitrary and substantive basis to correspondingly relevant ideas ... nonarbitrary and substantively relatable to the aforementioned relevant ideas and thus logically meaningful .
manifests logical meaning if it can be related on a nonarbitrary and substantive basis to correspondingly relevant ideas ... nonarbitrary and substantively relatable to the aforementioned relevant ideas and thus logically meaningful .
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Some types of logical operations ( equivalence , eliminative ) and approaches to problem solving ( trial - and - error versus insightful ) appear to differ in degree rather than in kind from one age level to another .
Some types of logical operations ( equivalence , eliminative ) and approaches to problem solving ( trial - and - error versus insightful ) appear to differ in degree rather than in kind from one age level to another .
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Logic and Thought A commonly - held position in psychology today — particularly among psychologists who have had some ... that thought consists of the cognitive exemplification of abstract logical processes in particular individuals .
Logic and Thought A commonly - held position in psychology today — particularly among psychologists who have had some ... that thought consists of the cognitive exemplification of abstract logical processes in particular individuals .
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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 |