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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... reason to a concrete level of cognitive functioning in November , or even several years later when confronted with an extremely difficult and un- familiar problem in the same field . Furthermore , he may characteristically continue to ...
... reason to a concrete level of cognitive functioning in November , or even several years later when confronted with an extremely difficult and un- familiar problem in the same field . Furthermore , he may characteristically continue to ...
˹éÒ 197
... reason- ing , ideas of " single causality , " focusing on just a single aspect of a problem ) , and ( b ) to provide experience facilitating the transition from lower to higher stages of intellectual functioning ( concrete to abstract ...
... reason- ing , ideas of " single causality , " focusing on just a single aspect of a problem ) , and ( b ) to provide experience facilitating the transition from lower to higher stages of intellectual functioning ( concrete to abstract ...
˹éÒ 217
... reasons that are very different from those offered by its advocates . Many reasons exist for believing that under certain conditions ... reason ; and ( b ) When a more advanced Educational Implications of the Concrete , Intuitive Level 217.
... reasons that are very different from those offered by its advocates . Many reasons exist for believing that under certain conditions ... reason ; and ( b ) When a more advanced Educational Implications of the Concrete , Intuitive Level 217.
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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