The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 34.
Stranica 51
... adult acquires a verbal chain ( type 4 learning ) that becomes a part of the longer chain leading to the correct response . This example of adult concept acquisition is instructive for two reasons . First , it illustrates how verbal ...
... adult acquires a verbal chain ( type 4 learning ) that becomes a part of the longer chain leading to the correct response . This example of adult concept acquisition is instructive for two reasons . First , it illustrates how verbal ...
Stranica 144
... adult must have the concept insect that is well discriminated from other categories of animals , and he must have learned the event concept metamorphose so that it is distinguished from other kinds of de- velopmental changes . One may ...
... adult must have the concept insect that is well discriminated from other categories of animals , and he must have learned the event concept metamorphose so that it is distinguished from other kinds of de- velopmental changes . One may ...
Stranica 248
... adult pur- suits and occupations . Even the somewhat unrealistic aspirations that an eight - year - old boy may have ... adult requires the achievement of many kinds of performance capabilities . The teacher , as a representative of the ...
... adult pur- suits and occupations . Even the somewhat unrealistic aspirations that an eight - year - old boy may have ... adult requires the achievement of many kinds of performance capabilities . The teacher , as a representative of the ...
Sadržaj
Preface | 8 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 8
Ostala izdanja - Prikaži sve
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