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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... matter of increased emphasis than a radical shift in the goals of American education . Most teachers and school administrators , as a matter of fact , have always agreed that the distinctive function of the school in our society is not ...
... matter of increased emphasis than a radical shift in the goals of American education . Most teachers and school administrators , as a matter of fact , have always agreed that the distinctive function of the school in our society is not ...
˹éÒ 207
... matter field . But since he is able to draw on various trans- ferable elements of his more general ability to function abstractly , he passes through the concrete stage of functioning in this particular subject - matter area much more ...
... matter field . But since he is able to draw on various trans- ferable elements of his more general ability to function abstractly , he passes through the concrete stage of functioning in this particular subject - matter area much more ...
˹éÒ 352
A Cognitive View David Paul Ausubel. Collaboration of Subject Matter , Learning Theory , and Measurement Specialists A basic premise of all curriculum reform projects is that only a person with subject - matter competence12 in a given ...
A Cognitive View David Paul Ausubel. Collaboration of Subject Matter , Learning Theory , and Measurement Specialists A basic premise of all curriculum reform projects is that only a person with subject - matter competence12 in a given ...
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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