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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... performance increases transfer to an analogous motor performance . However , this effect does not occur unless subjects are able to perceive both the similarity between the two motor tasks and the link between verbal prin- ciples and ...
... performance increases transfer to an analogous motor performance . However , this effect does not occur unless subjects are able to perceive both the similarity between the two motor tasks and the link between verbal prin- ciples and ...
˹éÒ 227
... performance or whether test performance provides a fair sample of capacity . An affirmative answer to this question is indicated if : ( a ) the test includes a representative sample of cognitive functions , ( b ) the specific items on ...
... performance or whether test performance provides a fair sample of capacity . An affirmative answer to this question is indicated if : ( a ) the test includes a representative sample of cognitive functions , ( b ) the specific items on ...
˹éÒ 586
... performance is related to group norms . In some instances , however , an absolute standard of performance is indicated which is quite independent of the performance of others or of the individual's relative standing in the group . This ...
... performance is related to group norms . In some instances , however , an absolute standard of performance is indicated which is quite independent of the performance of others or of the individual's relative standing in the group . This ...
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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