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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... sophistication we considered in Chapter 4 under cognitive - structure variables
. On the other hand , it also contributes to general changes in cognitive readiness
that are , at least in part , independent of the kind of subject matter studied .
... sophistication we considered in Chapter 4 under cognitive - structure variables
. On the other hand , it also contributes to general changes in cognitive readiness
that are , at least in part , independent of the kind of subject matter studied .
˹éÒ 231
Developmental Changes in Intelligence In addition to such quantitative
developmental considerations as the growth curve of intelligence and the
constancy of individual rates of growth , we must consider such qualitative
developmental ...
Developmental Changes in Intelligence In addition to such quantitative
developmental considerations as the growth curve of intelligence and the
constancy of individual rates of growth , we must consider such qualitative
developmental ...
˹éÒ 245
It is hardly likely that discriminable changes in IQ will be found following
improvement in an environment that is already reasonably adequate from the
standpoint of intellectual stimulation and motivation . Before changes in IQ can be
validly ...
It is hardly likely that discriminable changes in IQ will be found following
improvement in an environment that is already reasonably adequate from the
standpoint of intellectual stimulation and motivation . Before changes in IQ can be
validly ...
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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 |