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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¼Å¡Òäé¹ËÒ 1 - 3 ¨Ò¡ 95
˹éÒ 98
Learning versus Retention In meaningful reception learning , the distinctive
attribute of both learning and retention is a change in the availability or future
reproducibility of the meanings derived from the assimilated learning material .
Learning ...
Learning versus Retention In meaningful reception learning , the distinctive
attribute of both learning and retention is a change in the availability or future
reproducibility of the meanings derived from the assimilated learning material .
Learning ...
˹éÒ 114
In addition , to the anxiety - ridden person who lacks confidence in his ability to
understand difficult and unfamiliar new propositions , rote learning often appears
easier than meaningful learning . MEANINGFUL VERSUS ROTE RETENTION .
In addition , to the anxiety - ridden person who lacks confidence in his ability to
understand difficult and unfamiliar new propositions , rote learning often appears
easier than meaningful learning . MEANINGFUL VERSUS ROTE RETENTION .
˹éÒ 281
tion of poetry ( Ebbinghaus , 1913 ) and connected discourse ( Slamecka , 1959a
) is directly related to the number of repetitions of the learning materials , 4 but
diminishing returns may set in more rapidly than in the case of rote retention .
tion of poetry ( Ebbinghaus , 1913 ) and connected discourse ( Slamecka , 1959a
) is directly related to the number of repetitions of the learning materials , 4 but
diminishing returns may set in more rapidly than in the case of rote retention .
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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 |