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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... specific case . That is , the applicability of general principles to specific problems is not given in the statement of the general principle , but must be worked out explicitly for each individual problem . Knowledge about nuclear ...
... specific case . That is , the applicability of general principles to specific problems is not given in the statement of the general principle , but must be worked out explicitly for each individual problem . Knowledge about nuclear ...
˹éÒ 161
... specific subject - matter content . It simply means that in certain instances , specific models or analogies may have interdisciplinary heuristic value on a metaphorical basis , and that certain sub- stantive or methodological ...
... specific subject - matter content . It simply means that in certain instances , specific models or analogies may have interdisciplinary heuristic value on a metaphorical basis , and that certain sub- stantive or methodological ...
˹éÒ 207
... specific and general . Experience in learning any subject matter produces general as well as specific developmental changes in cognitive capacity , in addition to specific changes in subject - matter readi- ness . As a result of ...
... specific and general . Experience in learning any subject matter produces general as well as specific developmental changes in cognitive capacity , in addition to specific changes in subject - matter readi- ness . As a result of ...
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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