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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... potentially meaningful — if it is not nonarbitrarily and substantively relatable to his cognitive structure . One reason why pupils commonly develop a rote learning set in rela- tion to potentially meaningful subject matter is because ...
... potentially meaningful — if it is not nonarbitrarily and substantively relatable to his cognitive structure . One reason why pupils commonly develop a rote learning set in rela- tion to potentially meaningful subject matter is because ...
˹éÒ 46
... potentially meaningful learning tasks , the component parts of the material are already meaningful ; but in these instances the task as a whole is only potentially meaningful . For example , in learning a new geometrical theorem , each ...
... potentially meaningful learning tasks , the component parts of the material are already meaningful ; but in these instances the task as a whole is only potentially meaningful . For example , in learning a new geometrical theorem , each ...
˹éÒ 113
... potentially meaningful . The very object of mean- ingful learning is to convert potential meaning into actual ( psychological ) meaning . Both rotely and meaningfully learned tasks contain already meaningful components , but in the ...
... potentially meaningful . The very object of mean- ingful learning is to convert potential meaning into actual ( psychological ) meaning . Both rotely and meaningfully learned tasks contain already meaningful components , but in the ...
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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