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. |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 91
˹éÒ 40
... relevant ideas in the abstract sense of the term ( to correspondingly relevant ideas that some human beings could learn under appropriate circumstances ) ; it is also necessary that such relevant ideational content be available in the ...
... relevant ideas in the abstract sense of the term ( to correspondingly relevant ideas that some human beings could learn under appropriate circumstances ) ; it is also necessary that such relevant ideational content be available in the ...
˹éÒ 131
... relevant anchoring ideas at a level of inclusiveness ap- propriate to provide optimal relatability and anchorage ( derivative or correlative subsumption ; superordination ) . Now what happens if such specifically relevant ideas are not ...
... relevant anchoring ideas at a level of inclusiveness ap- propriate to provide optimal relatability and anchorage ( derivative or correlative subsumption ; superordination ) . Now what happens if such specifically relevant ideas are not ...
˹éÒ 137
... relevant existing ideas . It follows , therefore , that increasing the availability in cognitive structure of specifically relevant subsumers - by implanting suitable orga- nizers should enhance the meaningful learning of such material ...
... relevant existing ideas . It follows , therefore , that increasing the availability in cognitive structure of specifically relevant subsumers - by implanting suitable orga- nizers should enhance the meaningful learning of such material ...
à¹×éÍËÒ
THE ROLE AND SCOPE OF EDUCATIONAL | 3 |
Types of Learning | 20 |
Classification of Learning Variables and the Organization | 26 |
ÅÔ¢ÊÔ·¸Ôì | |
32 à¹×éÍËÒÍ×è¹æ äÁèä´éáÊ´§äÇé
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
Educational Psychology: A Cognitive View David Paul Ausubel,Joseph Donald Novak,Helen Hanesian ÁØÁÁͧÍÂèÒ§ÂèÍ - 1978 |
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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