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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... situations ; and , as is usually the case , most educational situations re- quire the balancing of several pertinent principles rather than the arbitrary application of a single rule . Possessing a set of psychological principles , a ...
... situations ; and , as is usually the case , most educational situations re- quire the balancing of several pertinent principles rather than the arbitrary application of a single rule . Possessing a set of psychological principles , a ...
˹éÒ 164
... situations is not necessarily proof of lack of understanding of the material in question . The ability to apply knowledge successfully in problem - solving situations depends also on many other variables completely unrelated to ...
... situations is not necessarily proof of lack of understanding of the material in question . The ability to apply knowledge successfully in problem - solving situations depends also on many other variables completely unrelated to ...
˹éÒ 407
... situations . They were frightened when their habitual visual learning cues were removed , when they had to improvise . And lacking any intrinsic feelings of adequacy they were naturally very dependent on the self - esteem they could ...
... situations . They were frightened when their habitual visual learning cues were removed , when they had to improvise . And lacking any intrinsic feelings of adequacy they were naturally very dependent on the self - esteem they could ...
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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