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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ciated with relating the ideas it contains to a relevant existing proposition in
cognitive structure . The denotative meanings and syntactical functions of the
component words are already meaningful and can , therefore , be apprehended ...
ciated with relating the ideas it contains to a relevant existing proposition in
cognitive structure . The denotative meanings and syntactical functions of the
component words are already meaningful and can , therefore , be apprehended ...
˹éÒ 93
progressively less inclusive , or more highly differentiated , ideas , each linked to
the next higher step in the hierarchy through assimilative bonds . As suggested
above , the assimilation or anchoring process probably has a generally
facilitating ...
progressively less inclusive , or more highly differentiated , ideas , each linked to
the next higher step in the hierarchy through assimilative bonds . As suggested
above , the assimilation or anchoring process probably has a generally
facilitating ...
˹éÒ 157
integrative reconciliation . They do this by explicitly pointing out in what ways
previously - learned , related ideas in cognitive structure are either basically
similar to , or essentially different from , new ideas and information in the learning
task .
integrative reconciliation . They do this by explicitly pointing out in what ways
previously - learned , related ideas in cognitive structure are either basically
similar to , or essentially different from , new ideas and information in the learning
task .
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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 |