The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 59.
Stranica 73
... appears to be not so much a " trial - and- error " procedure as it does a " successive approximation " procedure . The learning that occurs here , as Skinner says , is a matter of shaping . A set of stimuli , including the sight and ...
... appears to be not so much a " trial - and- error " procedure as it does a " successive approximation " procedure . The learning that occurs here , as Skinner says , is a matter of shaping . A set of stimuli , including the sight and ...
Stranica 251
... appears to be irrelevant evidence . While engaged in the learning process itself , the learner cannot be expected to be able to judge the adequacy of instructional de- cisions made by a teacher . However , he is likely to remember his ...
... appears to be irrelevant evidence . While engaged in the learning process itself , the learner cannot be expected to be able to judge the adequacy of instructional de- cisions made by a teacher . However , he is likely to remember his ...
Stranica 286
... appears to be , it takes a great deal of prerequisite , dis- ciplined learning , including the capability of getting the most out of reading . It is difficult to argue that such a system is not a very good one for college instruction ...
... appears to be , it takes a great deal of prerequisite , dis- ciplined learning , including the capability of getting the most out of reading . It is difficult to argue that such a system is not a very good one for college instruction ...
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