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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Distribution of IQ Scores A characteristically wide and continuous range of
variability is typical of the distribution of IQ scores . This distribution is consistent
with the interpretation that intelligence ( like most human traits ) is polygenically ...
Distribution of IQ Scores A characteristically wide and continuous range of
variability is typical of the distribution of IQ scores . This distribution is consistent
with the interpretation that intelligence ( like most human traits ) is polygenically ...
˹éÒ 575
Concurrent validity is present when test scores correlate reasonably well with
some contemporaneous criterion of behavior , preferably ratings based on direct
observation . Typically the question of current validity arises when some short -
cut ...
Concurrent validity is present when test scores correlate reasonably well with
some contemporaneous criterion of behavior , preferably ratings based on direct
observation . Typically the question of current validity arises when some short -
cut ...
˹éÒ 586
R. Glaser ( 1963 ) designates such scores based upon an absolute standard of
quality as criterion - referenced measures , in contrast to norm - referenced
measures based upon a relative standard . Achievement test scores typically
furnish ...
R. Glaser ( 1963 ) designates such scores based upon an absolute standard of
quality as criterion - referenced measures , in contrast to norm - referenced
measures based upon a relative standard . Achievement test scores typically
furnish ...
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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 |