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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Acceptance of the test - bias explanation of social - class differences by no
means rules out the genic or environmental interpretations . 12 Insofar as
environmental factors contribute to some of the variance in intelligence test
scores , it would ...
Acceptance of the test - bias explanation of social - class differences by no
means rules out the genic or environmental interpretations . 12 Insofar as
environmental factors contribute to some of the variance in intelligence test
scores , it would ...
˹éÒ 416
GROUP AND SOCIAL FACTORS IN LEARNING SINCE SCHOOL LEARNING
TAKES PLACE in a social context , teachers must obviously be concerned with
group and social factors that impinge on the learning process . As a member of a
...
GROUP AND SOCIAL FACTORS IN LEARNING SINCE SCHOOL LEARNING
TAKES PLACE in a social context , teachers must obviously be concerned with
group and social factors that impinge on the learning process . As a member of a
...
˹éÒ 435
Social Class Stratification and Education The social class membership of a pupil
has important implications for his school achievement , his aspirations for
academic success , his achievement motivation , and his attitudes toward school .
Social Class Stratification and Education The social class membership of a pupil
has important implications for his school achievement , his aspirations for
academic success , his achievement motivation , and his attitudes toward school .
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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 |