The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 3
... human behavior . The adult human being becomes a mar- velously adaptable , competently functioning person within a com- plex society . How he progresses to this point from a beginning as a highly dependent , relatively noncapable ...
... human behavior . The adult human being becomes a mar- velously adaptable , competently functioning person within a com- plex society . How he progresses to this point from a beginning as a highly dependent , relatively noncapable ...
Stranica 72
... human beings . This difficulty makes it necessary to turn for an example to the behavior of the very young human infant . Although the amount of systematic experimental evidence is very limited for infant learning , it can nevertheless ...
... human beings . This difficulty makes it necessary to turn for an example to the behavior of the very young human infant . Although the amount of systematic experimental evidence is very limited for infant learning , it can nevertheless ...
Stranica 305
... human learning : overview . In A. W. Melton ( Ed . ) , Categories of human learning . New York : Academic Press , 1964. [ 14 ] MELTON , A. W. ( Ed . ) Categories of human learning . New York : Academic Press , 1964. [ 29 , 61 ] MILL , J ...
... human learning : overview . In A. W. Melton ( Ed . ) , Categories of human learning . New York : Academic Press , 1964. [ 14 ] MELTON , A. W. ( Ed . ) Categories of human learning . New York : Academic Press , 1964. [ 29 , 61 ] MILL , J ...
Sadržaj
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