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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Long - Term Studies Despite their self - evident significance for school learning ,
long - term studies of cognitive structure variables involving subject matter
achievement are extremely sparse . Very little research in this area conforms to
the ...
Long - Term Studies Despite their self - evident significance for school learning ,
long - term studies of cognitive structure variables involving subject matter
achievement are extremely sparse . Very little research in this area conforms to
the ...
˹éÒ 317
Automated Instruction Studies of feedback in automated instruction contexts have
generally yielded equivocal findings because of failure to control other relevant
variables . The use of Pressey - type self - scoring tests providing " adjunctive ...
Automated Instruction Studies of feedback in automated instruction contexts have
generally yielded equivocal findings because of failure to control other relevant
variables . The use of Pressey - type self - scoring tests providing " adjunctive ...
˹éÒ 618
Hovland , C. I. Experimental studies in rote - learning theory : V. Comparison of
distribution of practice in serial and paired - associate learning . J. exp . Psychol .
, 1939 , 25 , 622-633 . Hovland , C. I. Experimental studies in rote - learning ...
Hovland , C. I. Experimental studies in rote - learning theory : V. Comparison of
distribution of practice in serial and paired - associate learning . J. exp . Psychol .
, 1939 , 25 , 622-633 . Hovland , C. I. Experimental studies in rote - learning ...
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PSYCHOLOGY | 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 |