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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... psychological knowledge conflicting or mutually exclusive . A knowl- edgeable teacher is not necessarily devoid of common sense , and a teacher richly endowed with common sense still has much need of and can readily acquire psychological ...
... psychological knowledge conflicting or mutually exclusive . A knowl- edgeable teacher is not necessarily devoid of common sense , and a teacher richly endowed with common sense still has much need of and can readily acquire psychological ...
˹éÒ 44
... Psychological Meaning In the previous discussion we have distinguished between the potential meaning inherent for particular learners in certain symbolic expressions and in the statement of certain propositions , on the one hand , and ...
... Psychological Meaning In the previous discussion we have distinguished between the potential meaning inherent for particular learners in certain symbolic expressions and in the statement of certain propositions , on the one hand , and ...
˹éÒ 45
... psychological meaning in the course of meaningful learning . Thus the emergence of psychological meaning depends not only on presenting the learner with material manifesting logical meaning , but also on the latter's actual possession ...
... psychological meaning in the course of meaningful learning . Thus the emergence of psychological meaning depends not only on presenting the learner with material manifesting logical meaning , but also on the latter's actual possession ...
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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