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( ) is the educational psychologist, who emphasized the initiative of students in learning and the importance of cognitive structure, and believed that instructional top goal was help students grasp the basic structure of a subject.

A. Bruner
B. Kolher
C. Ausubel
D. Gagne

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To learn the formulation of perimeter of square after learning of that of rectangle is ( ).

A. subordinate(下位) learning
B. superordinate(上位) learning
C. combinational learning
D. significant learning

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The basis of classification between rote learning and meaningful learning is( ).

A. if students understand the learning materials or not;
B. if students study voluntary or not;
C. learning content is presented or discovered by students;
D. the purpose of learning is to solve problem or to acquire knowledge.

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To learn “percent” after learning fraction(分数), such learning is( ).

A. Superordinate learning;
B. subordinate learning;
C. combinational learning;
D. discovery learning.

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To learn “gravity” after grasping “power”, such learning is ( ).

A. Derivative subsumption派生类属学
B. Correlative subsumption相关类属学习
C. combinational learning并列结合学习
D. superordinate learning 上位学习

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( ) is the educational psychologist, who emphasized the initiative of students in learning and the importance of cognitive structure, and believed that instructional top goal was help students grasp the basic structure of a subject.

A. Bruner B. Kolher C. Ausubel D. Gagne

To learn the formulation of perimeter of square after learning of that of rectangle is ( ).

The basis of classification between rote learning and meaningful learning is( ).

To learn “percent” after learning fraction(分数), such learning is( ).

To learn “gravity” after grasping “power”, such learning is ( ).

A. Bruner
B. Kolher
C. Ausubel
D. Gagne