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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Affiliative drive is most prominent during early childhood when children largely
seek and enjoy a derived status based on dependent identification with , and
intrinsic acceptance by , their parents . During this period they strive for academic
...
Affiliative drive is most prominent during early childhood when children largely
seek and enjoy a derived status based on dependent identification with , and
intrinsic acceptance by , their parents . During this period they strive for academic
...
˹éÒ 397
He enjoys , by the fiat of this acceptance , both an assured derived status and the
accompanying feelings of intrinsic adequacy or self - esteem that are relatively
immune to the vicissitudes of achievement and competitive position . Thus he has
...
He enjoys , by the fiat of this acceptance , both an assured derived status and the
accompanying feelings of intrinsic adequacy or self - esteem that are relatively
immune to the vicissitudes of achievement and competitive position . Thus he has
...
˹éÒ 579
This can be determined from “ equivalent ” ( parallel ) forms of the same test , or if
only one form exists , by correlating scores derived from one randomly drawn half
of the test ( for example , odd items ) , with scores derived from the other half of ...
This can be determined from “ equivalent ” ( parallel ) forms of the same test , or if
only one form exists , by correlating scores derived from one randomly drawn half
of the test ( for example , odd items ) , with scores derived from the other half of ...
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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 |