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 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