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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just a single unit of material is learned and transfer to new learning units is not measured , the effects of even a single practice trial both reflect the influence of existing cognitive structure and induce modification of that ...
just a single unit of material is learned and transfer to new learning units is not measured , the effects of even a single practice trial both reflect the influence of existing cognitive structure and induce modification of that ...
˹éÒ 161
Other Pedagogic Means of Facilitating Transfer We have presented above some of the principal pedagogic means of facilitating transfer through the manipulation of cognitive structure variables . According to this view , the incorporation ...
Other Pedagogic Means of Facilitating Transfer We have presented above some of the principal pedagogic means of facilitating transfer through the manipulation of cognitive structure variables . According to this view , the incorporation ...
˹éÒ 167
instance , the two kinds of learning tasks ( learning an abstract body of clinical knowledge and learning to solve the particular clinical problems of individual patients ) are less closely related than in the case of the first transfer ...
instance , the two kinds of learning tasks ( learning an abstract body of clinical knowledge and learning to solve the particular clinical problems of individual patients ) are less closely related than in the case of the first transfer ...
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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 |