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 this chapter we shall not be concerned with the problem of how different
dimensions of the practice variable ( overlearning , multi - contextual exposure )
affect transfer , that is , influence the meaningful learning and retention of new
material ...
In this chapter we shall not be concerned with the problem of how different
dimensions of the practice variable ( overlearning , multi - contextual exposure )
affect transfer , that is , influence the meaningful learning and retention of new
material ...
˹éÒ 291
Distribution of Practice : Effect on Learning and Retention The distribution of
practice has long been a favorite topic of research and theoretical inquiry in the
psychology of learning . In fact , more empirical evidence is available regarding
the ...
Distribution of Practice : Effect on Learning and Retention The distribution of
practice has long been a favorite topic of research and theoretical inquiry in the
psychology of learning . In fact , more empirical evidence is available regarding
the ...
˹éÒ 295
9 Hence , the superiority of delayed retention following distributed as against
massed practice must be attributed both to the direct “ immunizing " effect of prior
forgetting on the retention process itself , or to the indirect enhancement of
retention ...
9 Hence , the superiority of delayed retention following distributed as against
massed practice must be attributed both to the direct “ immunizing " effect of prior
forgetting on the retention process itself , or to the indirect enhancement of
retention ...
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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 |