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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Second , scores on measures of divergent thinking are indeterminably
contaminated by such factors as verbal fluency and ... M. A. Wallach and N.
Kogan ( 1965 ) devised a measure of creative potential based upon the total
number and ...
Second , scores on measures of divergent thinking are indeterminably
contaminated by such factors as verbal fluency and ... M. A. Wallach and N.
Kogan ( 1965 ) devised a measure of creative potential based upon the total
number and ...
˹éÒ 574
be valid , reliable , representative , and feasible , and should also discriminate
adequately between individuals or groups of individuals tested . Validity The
validity of a test refers to the extent to which it measures what it purports to
measure .
be valid , reliable , representative , and feasible , and should also discriminate
adequately between individuals or groups of individuals tested . Validity The
validity of a test refers to the extent to which it measures what it purports to
measure .
˹éÒ 577
terly and final examinations serve more of a review function and become truly
valid measures of subject matter mastery . ... after the completion of a course also
measure the functional retention of genuine knowledge as well as discourage the
...
terly and final examinations serve more of a review function and become truly
valid measures of subject matter mastery . ... after the completion of a course also
measure the functional retention of genuine knowledge as well as discourage the
...
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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 |