The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 39
... doll , by its name . After a number of parental tries at presenting the doll and saying " doll , " distributed perhaps over several months , the child eventually achieves success . In fact , he appears to acquire such a capability ...
... doll , by its name . After a number of parental tries at presenting the doll and saying " doll , " distributed perhaps over several months , the child eventually achieves success . In fact , he appears to acquire such a capability ...
Stranica 40
... Doll . " Thus there is established the stimulus- response sequence : Ss doll R " doll " Another Ss → R connection has also been learned , perhaps even earlier . The child has picked up the doll , handled it , hugged it , shaken it ...
... Doll . " Thus there is established the stimulus- response sequence : Ss doll R " doll " Another Ss → R connection has also been learned , perhaps even earlier . The child has picked up the doll , handled it , hugged it , shaken it ...
Stranica 41
... Doll . " He may even come to do so without actually seeing the doll , since the hugging responses he makes may gen- erate internal stimuli ( small s's that are a part of the stimulus situation of feeling the doll ) that have themselves ...
... Doll . " He may even come to do so without actually seeing the doll , since the hugging responses he makes may gen- erate internal stimuli ( small s's that are a part of the stimulus situation of feeling the doll ) that have themselves ...
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Preface | 3 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
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Uobičajeni izrazi i fraze
able achievement acquired adult Animal intelligence animals assessment basic behavior capabilities chapter child concept learning 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 teaching 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