The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 62
Robert Mills Gagné. BASIC FORMS OF LEARNING 3 SOME FORMS OF LEARNING are more basic than others . They are basic in two senses of the term . First , the conditions that con- trol their occurrence are relatively simple to establish . And ...
Robert Mills Gagné. BASIC FORMS OF LEARNING 3 SOME FORMS OF LEARNING are more basic than others . They are basic in two senses of the term . First , the conditions that con- trol their occurrence are relatively simple to establish . And ...
Stranica 78
... basic conditions of type 2 learning on the rapidity of the learning event . For example , Ferster and Skinner ( 1957 ) have collected a large amount of evidence about the effects of variations in " schedules of reinforcement " on the ...
... basic conditions of type 2 learning on the rapidity of the learning event . For example , Ferster and Skinner ( 1957 ) have collected a large amount of evidence about the effects of variations in " schedules of reinforcement " on the ...
Stranica 182
... BASIC TYPES OF LEARNING It would not be par- ticularly profitable here to try to spell out in detail all the relevant instances of basic learning that are prerequisite to the study of science . Suffice it to say that many Ss → R ...
... BASIC TYPES OF LEARNING It would not be par- ticularly profitable here to try to spell out in detail all the relevant instances of basic learning that are prerequisite to the study of science . Suffice it to say that many Ss → R ...
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Preface | 8 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
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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