The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 161
... direction , im- proved the probabilities of solution still more . The proportions of college students solving the pendulum problem under each of these three conditions were 0 out of 15 , 1 out of 18 ( with added instructions ) , and 4 ...
... direction , im- proved the probabilities of solution still more . The proportions of college students solving the pendulum problem under each of these three conditions were 0 out of 15 , 1 out of 18 ( with added instructions ) , and 4 ...
Stranica 162
Robert Mills Gagné. direction for thought ( for example , the table was not to be used in the construction , and no nails were available ) as well as what was a good direction ( hanging pendulums from the ceiling ) . Although the ...
Robert Mills Gagné. direction for thought ( for example , the table was not to be used in the construction , and no nails were available ) as well as what was a good direction ( hanging pendulums from the ceiling ) . Although the ...
Stranica 223
... direction of higher to lower electric potential . " Such statements , of course , represent the content to be learned , and are therefore not to be considered " in- structions . " But when the method of discovery is employed , a se ...
... direction of higher to lower electric potential . " Such statements , of course , represent the content to be learned , and are therefore not to be considered " in- structions . " But when the method of discovery is employed , a se ...
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