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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Since rotely - learned materials do not interact with cognitive structure in a
substantive , organic fashion , they are learned and retained in conformity with
the laws of association , and their retention is influenced primarily by the
interfering ...
Since rotely - learned materials do not interact with cognitive structure in a
substantive , organic fashion , they are learned and retained in conformity with
the laws of association , and their retention is influenced primarily by the
interfering ...
˹éÒ 140
Implicit in each program is the assumption that whatever ultimate superiority in
academic attainment is achieved by following these pedagogic principles , is
attributable to cumulative changes in the organizational and substantive
properties of ...
Implicit in each program is the assumption that whatever ultimate superiority in
academic attainment is achieved by following these pedagogic principles , is
attributable to cumulative changes in the organizational and substantive
properties of ...
˹éÒ 559
Third , these instruments have not been validated against substantive creativity in
later life . Lastly , on deductive grounds alone , they cannot possibly have high
predictive validity inasmuch as they do not measure substantive creativity but ...
Third , these instruments have not been validated against substantive creativity in
later life . Lastly , on deductive grounds alone , they cannot possibly have high
predictive validity inasmuch as they do not measure substantive creativity but ...
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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 |