The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 12
... considered unnecessary by Thorndike . THE CONDITIONED RESPONSE I. P. Pavlov ( 1927 ) found that when a signal such as a buzzer was sounded at the time food was shown to a hungry dog , and this set of events was repeated several times ...
... considered unnecessary by Thorndike . THE CONDITIONED RESPONSE I. P. Pavlov ( 1927 ) found that when a signal such as a buzzer was sounded at the time food was shown to a hungry dog , and this set of events was repeated several times ...
Stranica 18
... considered a problem of understanding the association . To the British associationists , the association of interest was between sense impressions and ideas , or between simple and complex ideas . Following James and Dewey , Watson ...
... considered a problem of understanding the association . To the British associationists , the association of interest was between sense impressions and ideas , or between simple and complex ideas . Following James and Dewey , Watson ...
Stranica 185
... considered as proper topics of elementary science ( Commission on Science Edu- cation , 1963 ) in contradistinction to the disciplines of chemistry , biology , physics , and the like , which will later be studied as specific subjects ...
... considered as proper topics of elementary science ( Commission on Science Edu- cation , 1963 ) in contradistinction to the disciplines of chemistry , biology , physics , and the like , which will later be studied as specific subjects ...
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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 Animal intelligence animals assessment basic behavior capabilities chapter child concept learning conditioned responses conditions of learning connection course cues described discrimination learning discussion doll educational effective English established example external extinction feedback forms of learning Gagné higher-order principle human important individual inference interference kind of learning knowledge language learner learning conditions learning situation learning structure LEARNING TYPE mathematics means motivation multiple discriminations multiple-discrimination learning National Education Association objects occur oral communication performance possible prerequisite present previously learned principle learning printed problem solving proprioceptive Psychol quired recall reinforcement repetition represent sense signal learning simple specific statement stimulus situation stimulus-response learning student teacher tion topic transfer Transfer of learning type of learning unconditioned stimulus varieties of learning verbal associates verbal behavior verbal chains verbal instructions verbal sequences words York