The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 75
... example , compares the behavior of one of Thorndike's cats in problem box D , which could be opened by pulling on a string hanging to the right of the door , and in box C , which could be opened by turning a " button " from vertical to ...
... example , compares the behavior of one of Thorndike's cats in problem box D , which could be opened by pulling on a string hanging to the right of the door , and in box C , which could be opened by turning a " button " from vertical to ...
Stranica 189
... example , first - graders can easily be taught to answer such questions as " What do plants need in order to grow ? " ( Sun , earth , and water . ) The instructional question becomes , Which kind of capability is a prerequisite for the ...
... example , first - graders can easily be taught to answer such questions as " What do plants need in order to grow ? " ( Sun , earth , and water . ) The instructional question becomes , Which kind of capability is a prerequisite for the ...
Stranica 243
... example , “ Given the printed statement ab + ac = a ( b + c ) ” ] . 3. A word or phrase denoting the object used for action by the performer , unless this is implied by the verb ( for example , if the verb is " draw , " this phrase ...
... example , “ Given the printed statement ab + ac = a ( b + c ) ” ] . 3. A word or phrase denoting the object used for action by the performer , unless this is implied by the verb ( for example , if the verb is " draw , " this phrase ...
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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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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