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. |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 30
˹éÒ 138
Overlearning of the training task tends to reduce negative transfer in serial rote
learning ( Atwater , 1953 ; Bruce , 1933 ; Mandler , 1954 ; Underwood , 1949 ;
Yarcozower , 1959 ) because it establishes the particular relevance of specific ...
Overlearning of the training task tends to reduce negative transfer in serial rote
learning ( Atwater , 1953 ; Bruce , 1933 ; Mandler , 1954 ; Underwood , 1949 ;
Yarcozower , 1959 ) because it establishes the particular relevance of specific ...
˹éÒ 143
Thus , much of the effect of overlearning — both on retaining a given unit of
material and on learning related new material — is probably a reflection of the
enhanced discriminability it induces ; and this effect can be accomplished by ...
Thus , much of the effect of overlearning — both on retaining a given unit of
material and on learning related new material — is probably a reflection of the
enhanced discriminability it induces ; and this effect can be accomplished by ...
˹éÒ 144
This method of facilitating learning and retention is probably more effective than
overlearning of the new material , since such overlearning does not in any way
strengthen or clarify the established concepts which provide anchorage for long ...
This method of facilitating learning and retention is probably more effective than
overlearning of the new material , since such overlearning does not in any way
strengthen or clarify the established concepts which provide anchorage for long ...
¤ÇÒÁ¤Ô´àË繨ҡ¼ÙéÍ×è¹ - à¢Õ¹º·ÇÔ¨Òóì
àÃÒäÁ辺º·ÇÔ¨Òóìã´æ ã¹áËÅ觢éÍÁÙÅ·ÑèÇä»
à¹×éÍËÒ
THE ROLE AND SCOPE OF EDUCATIONAL | 3 |
MEANING AND MEANINGFUL LEARNING | 37 |
MEANINGFUL RECEPTION LEARNING | 83 |
ÅÔ¢ÊÔ·¸Ôì | |
18 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
Educational Psychology: A Cognitive View David Paul Ausubel,Joseph Donald Novak,Helen Hanesian ÁØÁÁͧÍÂèÒ§ÂèÍ - 1978 |
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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
ºÃóҹءÃÁ
| 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 |