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 104
... kind of performance , the indi- vidual becomes capable of distinguishing one key from another , or from several others . He makes different responses to the different members of a particular collection . This is called discrimination ...
... kind of performance , the indi- vidual becomes capable of distinguishing one key from another , or from several others . He makes different responses to the different members of a particular collection . This is called discrimination ...
Stranica 111
... kind . But it is more than that , because it incorporates the first kind . as one of its preconditions . This latter learning , which makes it pos- sible for the individual to respond to things or events as a class , results in the kind ...
... kind . But it is more than that , because it incorporates the first kind . as one of its preconditions . This latter learning , which makes it pos- sible for the individual to respond to things or events as a class , results in the kind ...
Stranica 248
... kind of communica- tion . What kind of message is most effective in changing attitudes ? The most interesting generalization of the research findings is this : most variations in type of message make no appreciable difference in ...
... kind of communica- tion . What kind of message is most effective in changing attitudes ? The most interesting generalization of the research findings is this : most variations in type of message make no appreciable difference in ...
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Preface | 1 |
WHAT IS LEARNEDVARIETIES | 25 |
3 | 49 |
Autorska prava | |
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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