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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... of knowledge of antecedent learning material is positively related to the
learning of a sequentially dependent passage ; but the number of times that the
first passage is read bears no relationship to the learning of an otherwise
sequentially ...
... of knowledge of antecedent learning material is positively related to the
learning of a sequentially dependent passage ; but the number of times that the
first passage is read bears no relationship to the learning of an otherwise
sequentially ...
˹éÒ 289
Transfer versus Direct Practice in Sequential Learning Repetition is important not
only for the mastery of the current or ... In a sequentially dependent learning
situation , one would expect degree of retained knowledge of early background ...
Transfer versus Direct Practice in Sequential Learning Repetition is important not
only for the mastery of the current or ... In a sequentially dependent learning
situation , one would expect degree of retained knowledge of early background ...
˹éÒ 290
When we say that materials are sequentially related , we merely imply that , in
terms of the logic of subject matter organization , it is ... Sequential dependence ,
however , also implies that the learning of the later material actually presupposes
...
When we say that materials are sequentially related , we merely imply that , in
terms of the logic of subject matter organization , it is ... Sequential dependence ,
however , also implies that the learning of the later material actually presupposes
...
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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 |