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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Similar findings were obtained by J. F. Hall ( 1955 ) with meaningfully learned
material . Retroactive interference is generally found only when verbatim recall of
the potentially meaningful material is demanded ( Jenkins and Sparks , 1940 ...
Similar findings were obtained by J. F. Hall ( 1955 ) with meaningfully learned
material . Retroactive interference is generally found only when verbatim recall of
the potentially meaningful material is demanded ( Jenkins and Sparks , 1940 ...
˹éÒ 149
the new learning material , primarily furnish ideational anchorage in terms that
are already familiar to the learner . In the case of relatively familiar learning
material , a " comparative ” organizer is used both to integrate new ideas with
basically ...
the new learning material , primarily furnish ideational anchorage in terms that
are already familiar to the learner . In the case of relatively familiar learning
material , a " comparative ” organizer is used both to integrate new ideas with
basically ...
˹éÒ 290
When we say that materials are sequentially related , we merely imply that , in
terms of the logic of subject - matter organization ... In sequentially independent
situations , on the other hand , knowledge of the earlier material is not required
for ...
When we say that materials are sequentially related , we merely imply that , in
terms of the logic of subject - matter organization ... In sequentially independent
situations , on the other hand , knowledge of the earlier material is not required
for ...
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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 |