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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... stages of development took place at the same ages . Similarly , within a given culture , a particular stage cannot be expected to occur at the same age for all individuals . When a particular age level is designated for a given stage ...
... stages of development took place at the same ages . Similarly , within a given culture , a particular stage cannot be expected to occur at the same age for all individuals . When a particular age level is designated for a given stage ...
˹éÒ 214
... Stages of Intellectual Development .... Is it possible to accelerate children's progress through the pre - opera- tional stage or the stage of concrete logical operations by taking account of their characteristic cognitive limitations ...
... Stages of Intellectual Development .... Is it possible to accelerate children's progress through the pre - opera- tional stage or the stage of concrete logical operations by taking account of their characteristic cognitive limitations ...
˹éÒ 216
... stage to the stage of concrete logical operations , long - term training along similar lines would be even more effective . Thus it appears that after a certain degree of consolidation of the pre- operational stage occurs , one can ...
... stage to the stage of concrete logical operations , long - term training along similar lines would be even more effective . Thus it appears that after a certain degree of consolidation of the pre- operational stage occurs , one can ...
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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