The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 65.
Stranica 73
... described is an operant . A discriminated operant , in contrast , might be established if we had the infant learn to hold the bottle correctly when an additional stimulus ( say , a bright light ) was presented , but not to hold it ...
... described is an operant . A discriminated operant , in contrast , might be established if we had the infant learn to hold the bottle correctly when an additional stimulus ( say , a bright light ) was presented , but not to hold it ...
Stranica 113
... described in the present chapter . Specifically , the connections may be arranged , not in chains of one after another , but in a fashion that requires responding to stimuli all at one time , either by selecting any single one , or by ...
... described in the present chapter . Specifically , the connections may be arranged , not in chains of one after another , but in a fashion that requires responding to stimuli all at one time , either by selecting any single one , or by ...
Stranica 135
... described earlier in this section . When all the specific instances on which the con- cept depends are " lively " in memory at the same time , concept acquisition is rapid . As for repetition , it does not appear to be necessary when ...
... described earlier in this section . When all the specific instances on which the con- cept depends are " lively " in memory at the same time , concept acquisition is rapid . As for repetition , it does not appear to be necessary when ...
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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 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