The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 22
... external conditions needed for learning in one case are the same as the external conditions needed for learning in the other . In the first case , common observation would lead us to expect that the pairs of words would need to be ...
... external conditions needed for learning in one case are the same as the external conditions needed for learning in the other . In the first case , common observation would lead us to expect that the pairs of words would need to be ...
Stranica 214
... EXTERNAL EVENTS OF INSTRUCTION The important internal states of the individual who is par- ticipating in the process of learning are his motivation and his store of prerequisite knowledge . To be considered next are the external events ...
... EXTERNAL EVENTS OF INSTRUCTION The important internal states of the individual who is par- ticipating in the process of learning are his motivation and his store of prerequisite knowledge . To be considered next are the external events ...
Stranica 215
... external events for learning , it may be expected that control over their occurrence is a highly practical undertaking . Control of the external events in the learning situation is what is typically meant by the word " instruction ...
... external events for learning , it may be expected that control over their occurrence is a highly practical undertaking . Control of the external events in the learning situation is what is typically meant by the word " instruction ...
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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