The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 9
... ideas " were learned in the first place . On this latter point , they were generally agreed that acquiring a new idea necessitated ( 1 ) contiguity of the sense impressions or simple ideas that were to be combined to form the new idea ...
... ideas " were learned in the first place . On this latter point , they were generally agreed that acquiring a new idea necessitated ( 1 ) contiguity of the sense impressions or simple ideas that were to be combined to form the new idea ...
Stranica 12
... ideas on learning . Among these are Edwin R. Guthrie ( 1935 ) , Clark L. Hull ( 1943 ) , and B. F. Skinner ( 1938 ) , each of whom has proposed somewhat different interpretations of the basic idea that the association , as observed in ...
... ideas on learning . Among these are Edwin R. Guthrie ( 1935 ) , Clark L. Hull ( 1943 ) , and B. F. Skinner ( 1938 ) , each of whom has proposed somewhat different interpretations of the basic idea that the association , as observed in ...
Stranica 290
... ideas , of analogies , of similarities and differences among various branches of knowledge . Although novel ideas are to be encouraged , they should also be subjected to the discipline of public evaluation by other students . The ...
... ideas , of analogies , of similarities and differences among various branches of knowledge . Although novel ideas are to be encouraged , they should also be subjected to the discipline of public evaluation by other students . The ...
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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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