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. |
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˹éÒ 117
... material ( Ausubel and Blake , 1958 ; Ausubel , Robbins , and Blake , 1957a ) . Similar findings were obtained by J. F. Hall ( 1955 ) with meaning- fully learned material . Retroactive interference is generally found only when verbatim ...
... material ( Ausubel and Blake , 1958 ; Ausubel , Robbins , and Blake , 1957a ) . Similar findings were obtained by J. F. Hall ( 1955 ) with meaning- fully learned material . Retroactive interference is generally found only when verbatim ...
˹éÒ 149
... material is that only in this way can the learner enjoy the ad- vantages of a subsumer which both : ( a ) gives him a general overview of the more detailed material in advance of his actual confrontation with it , and ( b ) also ...
... material is that only in this way can the learner enjoy the ad- vantages of a subsumer which both : ( a ) gives him a general overview of the more detailed material in advance of his actual confrontation with it , and ( b ) also ...
˹éÒ 290
... material actually presupposes knowledge of the earlier material and is impossible without it . In sequen- tially independent situations , on the other hand , knowledge of the earlier material is not required for learning the later material ...
... material actually presupposes knowledge of the earlier material and is impossible without it . In sequen- tially independent situations , on the other hand , knowledge of the earlier material is not required for learning the later material ...
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THE ROLE AND SCOPE OF EDUCATIONAL | 3 |
Types of Learning | 20 |
Classification of Learning Variables and the Organization | 26 |
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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 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