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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D . Ausubel and D . Fitzgerald ( 1962 ) found that degree of knowledge of
antecedent learning material is positively related to the ... In other words , the
positive transfer effect that increased stability of previouslylearned material has
on the later ...
D . Ausubel and D . Fitzgerald ( 1962 ) found that degree of knowledge of
antecedent learning material is positively related to the ... In other words , the
positive transfer effect that increased stability of previouslylearned material has
on the later ...
˹éÒ 408
In highly structured learning tasks such as programmed instruction , a positive
relationship has been reported between anxiety and achievement ( Kight and
Sassenrath , 1966 ; Traweek , 1964 ) . This finding is consistent with the fact that ...
In highly structured learning tasks such as programmed instruction , a positive
relationship has been reported between anxiety and achievement ( Kight and
Sassenrath , 1966 ; Traweek , 1964 ) . This finding is consistent with the fact that ...
˹éÒ 521
They rely instead on confirmation of positive instances . ... essential difference
between positive and negative information is the fact that a positive instance
indicates explicitly that at least one of the attributes of the instance is criterial ,
whereas ...
They rely instead on confirmation of positive instances . ... essential difference
between positive and negative information is the fact that a positive instance
indicates explicitly that at least one of the attributes of the instance is criterial ,
whereas ...
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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 |