Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1968 - 685 ˹éÒ The 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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˹éÒ 114
... learning often appears easier than meaningful learning . MEANINGFUL VERSUS ROTE RETENTION . Does the superiority of meaning- ful over rote retention reflect an actual difference in the efficacy of the re- spective retention processes ...
... learning often appears easier than meaningful learning . MEANINGFUL VERSUS ROTE RETENTION . Does the superiority of meaning- ful over rote retention reflect an actual difference in the efficacy of the re- spective retention processes ...
˹éÒ 144
A Cognitive View David Paul Ausubel. increase discriminability and hence facilitate learning and retention ( Ausu- bel and Fitzgerald , 1961 ) . This method of facilitating learning and retention . is probably more effective than ...
A Cognitive View David Paul Ausubel. increase discriminability and hence facilitate learning and retention ( Ausu- bel and Fitzgerald , 1961 ) . This method of facilitating learning and retention . is probably more effective than ...
˹éÒ 277
... retention of adequately clear , stable , and valid meanings ( and often for their acquisition as well ) , but also ... learning of subsequent portions . Meaningful versus Rote Learning and Retention The role and significance of frequency ...
... retention of adequately clear , stable , and valid meanings ( and often for their acquisition as well ) , but also ... learning of subsequent portions . Meaningful versus Rote Learning and Retention The role and significance of frequency ...
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THE ROLE AND SCOPE OF EDUCATIONAL | 3 |
Types of Learning | 20 |
Classification of Learning Variables and the Organization | 26 |
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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 actual adolescent adult anxiety aspects assimilation attitudes Ausubel behavior child classroom cognitive structure component concepts concrete-empirical props creative criterial attributes culturally deprived curriculum derived developmental differential discipline discovery learning discovery method dissociability strength distributed practice E. L. Thorndike educational educational psychology effect ego-enhancement enhance evidence example existing experience facilitating factors feedback genic Hence important increase individual influence insight instances instruction intellectual intelligence test intrinsic motivation Klausmeier knowledge learner learning and retention learning material learning task less logical meaningful learning meanings measure motivation obviously organization overlearning particular personality potentially meaningful practice primary status principles problem solving propositions psychological pupils reception learning relationship relatively relevant response role rote learning scores self-esteem sequentially situations social social class status subject matter subject-matter teachers teaching tend tion transfer typically variables verbal