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 107
... presented alone , the discrimination task is not very demanding , but when g is presented along with y , the chances of confusion are in- creased ; and this trend continues when the even more similar letter p is added . The ...
... presented alone , the discrimination task is not very demanding , but when g is presented along with y , the chances of confusion are in- creased ; and this trend continues when the even more similar letter p is added . The ...
Stranica 188
... presented in random order , the items tended to cluster into these categories when recalled by the learner . Other studies ( e.g. , Watts and Anderson , 1969 ) have shown that nouns presented in organized categories are learned and ...
... presented in random order , the items tended to cluster into these categories when recalled by the learner . Other studies ( e.g. , Watts and Anderson , 1969 ) have shown that nouns presented in organized categories are learned and ...
Stranica 192
... presented to the learner . New facts to be learned are usually presented in a text or oral discourse in a way that suggests organization . An exam- ple is the use of a topic sentence to organize a paragraph of text in which a number of ...
... presented to the learner . New facts to be learned are usually presented in a text or oral discourse in a way that suggests organization . An exam- ple is the use of a topic sentence to organize a paragraph of text in which a number of ...
Sadržaj
INTRODUCTION | 1 |
WHAT IS LEARNEDVARIETIES | 25 |
THE EVENTS OF LEARNING | 51 |
Autorska prava | |
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able acquired activities attitudes basic behavior called Chapter child cognitive strategies complex components concept learning concrete concepts conditions of learning course cues defined concept described discrimination learning discriminations educational effective encoding established events of learning example external conditions external events facts feedback Figure function Gagné higher-order rule human model human tasks identify important individual information-processing instructional design intellectual skills internal processes involved kinds of learning labels learned capabilities learning conditions learning hierarchy learning outcomes learning situation long-term memory means motivation motor learning motor performance motor skills newly learned objects occur oral organized part-skills personal action practice prerequisites presented previously learned printed problem solving procedure propositions recall reinforcement require response retrieval selective perception sentence short-term memory signal learning specific stimulus situation theory tion transfer of learning unconditioned stimulus variety verb verbal chain verbal information verbal instructions verbal statement words