The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 90
... cues , like animals or very young children ? The essential problem is the same : a means must be found of providing external cues during the initial learning trial so that the correct links will be reinstated . If an animal has acquired ...
... cues , like animals or very young children ? The essential problem is the same : a means must be found of providing external cues during the initial learning trial so that the correct links will be reinstated . If an animal has acquired ...
Stranica 92
... cues required could be reduced to an absolute minimum . But to be fully learned each link must have as a portion of ... cues are added . But the fastest learning of chains occurs when the necessity for these additional cues is at a ...
... cues required could be reduced to an absolute minimum . But to be fully learned each link must have as a portion of ... cues are added . But the fastest learning of chains occurs when the necessity for these additional cues is at a ...
Stranica 147
... cues are next given for the principle as a whole . In our simple example , the verbal statement " Round things roll " accomplishes this purpose . However , it should be noted that these verbal cues to the principle need not be an exact ...
... cues are next given for the principle as a whole . In our simple example , the verbal statement " Round things roll " accomplishes this purpose . However , it should be noted that these verbal cues to the principle need not be an exact ...
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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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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