The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica
... evident that I do not think learning is a phenomenon which can be explained by simple theories , despite the admitted intellectual appeal that such theories have . Although many people , including me , have tried for years to account ...
... evident that I do not think learning is a phenomenon which can be explained by simple theories , despite the admitted intellectual appeal that such theories have . Although many people , including me , have tried for years to account ...
Stranica 161
... evident that the verbal instructions used in this experi- mental situation were fulfilling a number of different functions . Briefly stated , these were as follows : 1. They informed the learner about the nature of the per formance ...
... evident that the verbal instructions used in this experi- mental situation were fulfilling a number of different functions . Briefly stated , these were as follows : 1. They informed the learner about the nature of the per formance ...
Stranica 208
... evident that they must want to place themselves in the environment where such instruction occurs in order to be able to be affected by it . Young children sometimes have rather weak motivation to attend school , preferring the familiar ...
... evident that they must want to place themselves in the environment where such instruction occurs in order to be able to be affected by it . Young children sometimes have rather weak motivation to attend school , preferring the familiar ...
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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