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 306
... method are both that the learner can better grasp the relationship of each part to every other part as well as to the learning task in its entirety , and that he does not have to forge connecting links between separately learned parts ...
... method are both that the learner can better grasp the relationship of each part to every other part as well as to the learning task in its entirety , and that he does not have to forge connecting links between separately learned parts ...
˹éÒ 307
... method also tend to decrease during the later stages of practice as the cumu- lative learning effects of the whole method begin to exceed threshold value , and hence to bolster the learner's confidence in this approach . To summarize ...
... method also tend to decrease during the later stages of practice as the cumu- lative learning effects of the whole method begin to exceed threshold value , and hence to bolster the learner's confidence in this approach . To summarize ...
˹éÒ 471
... method may also be considered , in part , a revolt against the prevailing educational psychology of our time , which is largely an eclectic hodge - podge of ... Method 471 Psychological and Educational Rationale of the Discovery Method.
... method may also be considered , in part , a revolt against the prevailing educational psychology of our time , which is largely an eclectic hodge - podge of ... Method 471 Psychological and Educational Rationale of the Discovery Method.
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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