The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 6
... action that results from stimulation and subsequent nervous activity is called a response . Responses may be described more or less specifically ; for example , one can speak of the move- ment of a particular muscle , or of the action ...
... action that results from stimulation and subsequent nervous activity is called a response . Responses may be described more or less specifically ; for example , one can speak of the move- ment of a particular muscle , or of the action ...
Stranica 210
... action . The action itself may be more or less socially useful ; college teach- ers sometimes suspect that the kind of achievement students have in mind is being able to hold a “ bull session " on a topic , whereas the teachers hope for ...
... action . The action itself may be more or less socially useful ; college teach- ers sometimes suspect that the kind of achievement students have in mind is being able to hold a “ bull session " on a topic , whereas the teachers hope for ...
Stranica 211
... action he can readily grasp . Again it is apparent that the key to achievement motivation is the conception of action on the part of the student . He must want to be able to do something . There is , of course , a broader aspect to ...
... action he can readily grasp . Again it is apparent that the key to achievement motivation is the conception of action on the part of the student . He must want to be able to do something . There is , of course , a broader aspect to ...
Sadržaj
Preface | 8 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 8
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Uobičajeni izrazi i fraze
able achievement acquired adult animals appears asked assessment associates become begin behavior called changes chapter child communication complex concepts connection considered correct course depend described designed directions discrimination discussion distinguished educational effective English established evidence example expected external fact function given human identify important individual instruction interference involved kind knowledge language later learner learning limited lines mathematics matter means measurement method motivation nature necessary objects observed occur oral particular performance perhaps possible prerequisite present previously previously learned principles printed problem problem solving question reading reason recall reinforcement repetition represent response result sense sequence signal simple single situation sounds specific statement stimulus stimulus situation student task teacher teaching things thinking tion topic transfer variety verbal verbal chains York