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 ...
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 ...
˹éÒ 216
tion responses to other materials ( Kohnstamm , 1966 ; Sullivan , 1966 ) ,
promotes retention of these responses over periods as long as six months (
Kohnstamm , 1966 ) , and makes them resistant to extinction after an interval of
seven days ...
tion responses to other materials ( Kohnstamm , 1966 ; Sullivan , 1966 ) ,
promotes retention of these responses over periods as long as six months (
Kohnstamm , 1966 ) , and makes them resistant to extinction after an interval of
seven days ...
˹éÒ 280
... 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 Practice.
... 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 Practice.
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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 |