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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It is also unreasonable to insist that a given stage must always occur at the same
age in every culture . Since rate of development is , at least in part , a function of
environmental stimulation , the age range in which a stage occurs tends to vary ...
It is also unreasonable to insist that a given stage must always occur at the same
age in every culture . Since rate of development is , at least in part , a function of
environmental stimulation , the age range in which a stage occurs tends to vary ...
˹éÒ 214
Accelerating Stages of Intellectual Development to Is it possible to accelerate
children's progress through the pre - operational stage or the stage of concrete
logical operations by taking account of their characteristic cognitive limitations ,
and ...
Accelerating Stages of Intellectual Development to Is it possible to accelerate
children's progress through the pre - operational stage or the stage of concrete
logical operations by taking account of their characteristic cognitive limitations ,
and ...
˹éÒ 216
All of these findings strongly suggest that since even short - term verbal training
can bring about a limited degree of stable sustained , and generalized
transitional change from the pre - operational stage to the stage of concrete
logical ...
All of these findings strongly suggest that since even short - term verbal training
can bring about a limited degree of stable sustained , and generalized
transitional change from the pre - operational stage to the stage of concrete
logical ...
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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 |