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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SINCE THE PSYCHOLOGY OF CLASSROOM LEARNING is concerned mostly
with the acquisition and retention of large bodies of meanings , it is important that
we make very explicit at the outset what we mean by meaning and meaningful ...
SINCE THE PSYCHOLOGY OF CLASSROOM LEARNING is concerned mostly
with the acquisition and retention of large bodies of meanings , it is important that
we make very explicit at the outset what we mean by meaning and meaningful ...
˹éÒ 44
and events , are represented by words or names , learning what concept words
mean ( learning which concept is represented by a given new concept word , or
learning that the new concept word is equivalent in meaning to whatever the ...
and events , are represented by words or names , learning what concept words
mean ( learning which concept is represented by a given new concept word , or
learning that the new concept word is equivalent in meaning to whatever the ...
˹éÒ 66
become both a conditioned stimulus for the implicit affective responses
associated with connotative meaning and a representational equivalent of
concrete images or of more abstract cognitive content ( denotative meaning ) .
Contiguity in time ...
become both a conditioned stimulus for the implicit affective responses
associated with connotative meaning and a representational equivalent of
concrete images or of more abstract cognitive content ( denotative meaning ) .
Contiguity in time ...
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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 |