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 97
... verbal associates are learned more readily , the greater the number of verbal " free associates " there are to the syllables or words being chained . But verbal " codes " are not the only medi- ators usually available . Visual images or ...
... verbal associates are learned more readily , the greater the number of verbal " free associates " there are to the syllables or words being chained . But verbal " codes " are not the only medi- ators usually available . Visual images or ...
Stranica 99
... verbal sequence may also have the effect of increasing distinctiveness , making poetry generally easier to remember than the same amount of prose . Meaningful Verbal Learning While the learning of verbal sequences , including those ...
... verbal sequence may also have the effect of increasing distinctiveness , making poetry generally easier to remember than the same amount of prose . Meaningful Verbal Learning While the learning of verbal sequences , including those ...
Stranica 136
... verbal statement ( or a verbal proposition ) . The process of communicating rules , or describing them as learned capabilities , requires that one use words and other symbols to represent the rules . But the term " rule " should not ...
... verbal statement ( or a verbal proposition ) . The process of communicating rules , or describing them as learned capabilities , requires that one use words and other symbols to represent the rules . But the term " rule " should not ...
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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