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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... learning material is potentially meaningful is a function of the learner's cognitive structure rather than of the learning material . The acquisition of meanings as a natural phenomenon occurs in particular human beings — not in mankind ...
... learning material is potentially meaningful is a function of the learner's cognitive structure rather than of the learning material . The acquisition of meanings as a natural phenomenon occurs in particular human beings — not in mankind ...
˹éÒ 117
... material ( Ausubel and Blake , 1958 ; Ausubel , Robbins , and Blake , 1957a ) . Similar findings were obtained by J. F. Hall ( 1955 ) with meaning- fully learned material . Retroactive interference is generally found only when verbatim ...
... material ( Ausubel and Blake , 1958 ; Ausubel , Robbins , and Blake , 1957a ) . Similar findings were obtained by J. F. Hall ( 1955 ) with meaning- fully learned material . Retroactive interference is generally found only when verbatim ...
˹éÒ 149
A Cognitive View David Paul Ausubel. the new learning material , primarily furnish ideational anchorage in terms that are already familiar to the learner . In the case of relatively familiar learning material , a " comparative ...
A Cognitive View David Paul Ausubel. the new learning material , primarily furnish ideational anchorage in terms that are already familiar to the learner . In the case of relatively familiar learning material , a " comparative ...
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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