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
This weak negative or zero correlation also prevails at the college level ( Alpert
and Haber , 1960 ; Grooms and Endler , 1960 ; Spielberger and Katzenmeyer ,
1959 ) , or is replaced by a positive relationship between anxiety and academic ...
This weak negative or zero correlation also prevails at the college level ( Alpert
and Haber , 1960 ; Grooms and Endler , 1960 ; Spielberger and Katzenmeyer ,
1959 ) , or is replaced by a positive relationship between anxiety and academic ...
˹éÒ 521
In the second case , knowing that none of a given set of attributes is criterial ,
merely enables one to eliminate all later instances that exhibit any attribute of this
entire set ; it furnishes useful information but does not provide a positive " lead ”
as ...
In the second case , knowing that none of a given set of attributes is criterial ,
merely enables one to eliminate all later instances that exhibit any attribute of this
entire set ; it furnishes useful information but does not provide a positive " lead ”
as ...
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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 |