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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Furthermore , relatively high correlations between intelligence test scores
obtained in the primary grades and retest scores obtained during adolescence
indicate that there is much overlapping between the factors determining early
level of ...
Furthermore , relatively high correlations between intelligence test scores
obtained in the primary grades and retest scores obtained during adolescence
indicate that there is much overlapping between the factors determining early
level of ...
˹éÒ 278
ingful learning occurs relatively quickly , and since the forgetting of meaningfully
learned materials takes place relatively slowly , much of the potentially facilitating
effects of frequency can be used more profitably for review than for original ...
ingful learning occurs relatively quickly , and since the forgetting of meaningfully
learned materials takes place relatively slowly , much of the potentially facilitating
effects of frequency can be used more profitably for review than for original ...
˹éÒ 485
the ability to understand original ideas worth remembering is widely distributed ,
the ability to generate comparably original ideas autonomously is manifested by
only relatively few persons , that is , by gifted individuals . It is true , of course ...
the ability to understand original ideas worth remembering is widely distributed ,
the ability to generate comparably original ideas autonomously is manifested by
only relatively few persons , that is , by gifted individuals . It is true , of course ...
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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 |