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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Hence , the extrapolation of rote learning theory and evidence to school learning
problems has had many disastrous ... led educational psychologists to neglect
research on factors influencing meaningful learning , and hence delayed the ...
Hence , the extrapolation of rote learning theory and evidence to school learning
problems has had many disastrous ... led educational psychologists to neglect
research on factors influencing meaningful learning , and hence delayed the ...
˹éÒ 102
Hence , because they are , from the very beginning , much less close than factual
matter to the end - point of obliterative subsumption , they can be retained for
longer periods of time . Assimilation : Inductive or Deductive Process ?
Hence , because they are , from the very beginning , much less close than factual
matter to the end - point of obliterative subsumption , they can be retained for
longer periods of time . Assimilation : Inductive or Deductive Process ?
˹éÒ 306
inherent advantages and disadvantages . Hence , neither method can be said to
be invariably superior to the other . Their relative efficacy varies with the amount ,
difficulty , and organization of the learning material ; with the age , intelligence ...
inherent advantages and disadvantages . Hence , neither method can be said to
be invariably superior to the other . Their relative efficacy varies with the amount ,
difficulty , and organization of the learning material ; with the age , intelligence ...
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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 |