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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Similarly , puppies isolated for nine weeks or more are unable to adapt socially to
other dogs ; and if they are not removed from the litter by three months of age ,
they are extremely difficult to tame at a later date ( Scott and tion of regular ...
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... that a group's second solution of a human relations problem in industry tends
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... that a group's second solution of a human relations problem in industry tends
to be superior to its first solution in terms of speed , integrativeness , and
acceptability to group members . tion of poetry ( Ebbinghaus , 1913 ) and
connected 280 ...
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Pittsburgh : American Institute for Research , October 1960 . Angell , G. W. The
effect of immediate knowledge of quiz results on final examinaArcher , E. J.
Concept identification as a function of obviousness. tion scores in freshman
chemistry .
Pittsburgh : American Institute for Research , October 1960 . Angell , G. W. The
effect of immediate knowledge of quiz results on final examinaArcher , E. J.
Concept identification as a function of obviousness. tion scores in freshman
chemistry .
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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 |