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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In Chapter 4 , readiness , as a developmental mode of cognitive functioning , was
differentiated from the readiness that reflects possession of particular subject -
matter knowledge , or adequate subject - matter sophistication , for particular ...
In Chapter 4 , readiness , as a developmental mode of cognitive functioning , was
differentiated from the readiness that reflects possession of particular subject -
matter knowledge , or adequate subject - matter sophistication , for particular ...
˹éÒ 188
An implicit form of the " critical periods ” hypothesis was applied to intellectual
development many years ago by M . Montessori and her followers to justify the
particular graded series of learning tasks which children are set in Montessori ...
An implicit form of the " critical periods ” hypothesis was applied to intellectual
development many years ago by M . Montessori and her followers to justify the
particular graded series of learning tasks which children are set in Montessori ...
˹éÒ 207
But since he is able to draw on various transferable 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 rapidly than would be the ...
But since he is able to draw on various transferable 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 rapidly than would be the ...
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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 |