The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 21.
Stranica 21
... begin this learning " from scratch " ; he already knows how to hold the laces , how to loop one over the other , how to tighten a loop , and so on . The child who learns to call the mailman " Mr. Wells " also does not begin without some ...
... begin this learning " from scratch " ; he already knows how to hold the laces , how to loop one over the other , how to tighten a loop , and so on . The child who learns to call the mailman " Mr. Wells " also does not begin without some ...
Stranica 24
... begin the process of establishing competence through learning , it is clear that no one knows very much at present about how to continue the process to its highest levels . It does not seem possible at present to specify all the ...
... begin the process of establishing competence through learning , it is clear that no one knows very much at present about how to continue the process to its highest levels . It does not seem possible at present to specify all the ...
Stranica 113
... begin with stimulation provided by collections of stimulus objects or events . However , these are two rather different kinds of capabilities , and it will be seen that the conditions for their establishment also differ . In the kind of ...
... begin with stimulation provided by collections of stimulus objects or events . However , these are two rather different kinds of capabilities , and it will be seen that the conditions for their establishment also differ . In the kind of ...
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