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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Their relative efficacy varies with the amount , difficulty , and organization of the
learning material ; with the age , intelligence , motivation , and subject - matter
sophistication of the learner ; and with the stage and distribution of practice .
Their relative efficacy varies with the amount , difficulty , and organization of the
learning material ; with the age , intelligence , motivation , and subject - matter
sophistication of the learner ; and with the stage and distribution of practice .
˹éÒ 322
In the case of meaningful learning , the same simple disproportionality between
increase in difficulty level and increase in task size presumably does not prevail .
The disproportionate increase in intra - serial interference accompanying ...
In the case of meaningful learning , the same simple disproportionality between
increase in difficulty level and increase in task size presumably does not prevail .
The disproportionate increase in intra - serial interference accompanying ...
˹éÒ 325
Difficulty of the Material The difficulty of the learning task obviously affects
learning time , rate of learning ( slope of the learning curve ) , and the amount of
material that is learned and retained . 4 These factors , in turn , influence the
efficiency ...
Difficulty of the Material The difficulty of the learning task obviously affects
learning time , rate of learning ( slope of the learning curve ) , and the amount of
material that is learned and retained . 4 These factors , in turn , influence the
efficiency ...
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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 |