Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1968 - 685 ˹éÒ The 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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... hence conform to quite different principles of learn- ing and retention . Not only are the respective learning processes very dis- similar , but the significant variables involved in the two processes are also markedly different , or ...
... hence conform to quite different principles of learn- ing and retention . Not only are the respective learning processes very dis- similar , but the significant variables involved in the two processes are also markedly different , or ...
˹éÒ 102
... hence must be rotely learned . But even if factual matter is potentially meaningful , it is more likely to be rotely learned than is abstract material because it is more difficult to relate to existing ideational systems in cognitive ...
... hence must be rotely learned . But even if factual matter is potentially meaningful , it is more likely to be rotely learned than is abstract material because it is more difficult to relate to existing ideational systems in cognitive ...
˹éÒ 306
... Hence , the part method tends to become increasingly superior as the learning task exceeds the size of unit that the learner can conveniently manage in one practice trial . But since the optimal size of the latter unit tends to increase ...
... Hence , the part method tends to become increasingly superior as the learning task exceeds the size of unit that the learner can conveniently manage in one practice trial . But since the optimal size of the latter unit tends to increase ...
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THE ROLE AND SCOPE OF EDUCATIONAL | 3 |
Types of Learning | 20 |
Classification of Learning Variables and the Organization | 26 |
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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 actual adolescent adult anxiety aspects assimilation attitudes Ausubel behavior child classroom cognitive structure component concepts concrete-empirical props creative criterial attributes culturally deprived curriculum derived developmental differential discipline discovery learning discovery method dissociability strength distributed practice E. L. Thorndike educational educational psychology effect ego-enhancement enhance evidence example existing experience facilitating factors feedback genic Hence important increase individual influence insight instances instruction intellectual intelligence test intrinsic motivation Klausmeier knowledge learner learning and retention learning material learning task less logical meaningful learning meanings measure motivation obviously organization overlearning particular personality potentially meaningful practice primary status principles problem solving propositions psychological pupils reception learning relationship relatively relevant response role rote learning scores self-esteem sequentially situations social social class status subject matter subject-matter teachers teaching tend tion transfer typically variables verbal