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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In this chapter , therefore , we shall explore the nature of meaning , examine
some alternative theories of meaning , and consider the relationship of meaning
to meaningfulness and meaningful verbal learning . In so doing , we shall also be
...
In this chapter , therefore , we shall explore the nature of meaning , examine
some alternative theories of meaning , and consider the relationship of meaning
to meaningfulness and meaningful verbal learning . In so doing , we shall also be
...
˹éÒ 120
Although somewhat vague with respect to both nature and mode of operation , it
is structurally and functionally comparable to that of an anchoring idea . In
general , however , Bartlett's position on retention differs in two fundamental
respects ...
Although somewhat vague with respect to both nature and mode of operation , it
is structurally and functionally comparable to that of an anchoring idea . In
general , however , Bartlett's position on retention differs in two fundamental
respects ...
˹éÒ 513
The Nature of Generic Meaning A distinction has already been drawn between
simple symbols referring to particular objects or events and generic symbols
referring to classes of objects . Actually , of course , most of the words used in
ordinary ...
The Nature of Generic Meaning A distinction has already been drawn between
simple symbols referring to particular objects or events and generic symbols
referring to classes of objects . Actually , of course , most of the words used in
ordinary ...
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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 |