The Conditions of LearningHolt, Rinehart and Winston, 1977 - Broj stranica: 339 Applies the theoretical concepts from Gagne's THE CONDITIONS OF LEARNING AND THEORY OF INSTRUCTION, FOURTH EDITION, to workplace training. Advocates nine events of instruction that should be employed in every complete act of learning. Provides a strong theoretical and research emphasis. Case studies have been selected from real-world military, government, and private sector settings. The most recent research and references in the field are cited. |
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Stranica 10
... considered unnecessary by Thorndike . One modern theorist , Neal Miller ( 1967 ) , has provided evi- dence to indicate that strong and lasting single associations can be learned as rapidly by rats in a single trial as they often are by ...
... considered unnecessary by Thorndike . One modern theorist , Neal Miller ( 1967 ) , has provided evi- dence to indicate that strong and lasting single associations can be learned as rapidly by rats in a single trial as they often are by ...
Stranica 18
... considered by these standard examples ; their represen- tativeness of actual learning phenomena is not at all comprehen- sive . These learning prototypes all have a similar history in this . respect : each of them started out as a ...
... considered by these standard examples ; their represen- tativeness of actual learning phenomena is not at all comprehen- sive . These learning prototypes all have a similar history in this . respect : each of them started out as a ...
Stranica 100
... considered an example of episodic memory , whereas the latter is semantic mem- ory ( Tulving , 1972 ) . Chapter 8 is devoted to a description of con- ditions affecting meaningful verbal learning , which we call verbal information ...
... considered an example of episodic memory , whereas the latter is semantic mem- ory ( Tulving , 1972 ) . Chapter 8 is devoted to a description of con- ditions affecting meaningful verbal learning , which we call verbal information ...
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Preface | 1 |
WHAT IS LEARNEDVARIETIES | 25 |
3 | 49 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 14
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achieve acquired activities analysis association attitude change basic behavior called Chapter child classical conditioning cognitive strategies complex component concept learning concrete concepts conditions of learning course cues defined concept demonstrate described direction discrimination discrimination learning educational effective encoding established example expected external conditions external events facts feedback Figure function Gagné goal higher-order rule human model human tasks identify images important individual instructional design intellectual skills internal processes involved job-task kinds of learning labels learned capabilities learning hierarchy learning outcomes learning situation long-term memory means motivation motor learning motor performances newly learned objects occur oral organized part-skills personal action practice prerequisites presented previously learned printed problem solving procedure programs propositions recall reinforcement require response retention retrieval selective perception sentence sequence specific steps stimulus stored subordinate theory thinking tion transfer of learning variety verb verbal information verbal instructions vicarious reinforcement words