The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 83.
Stranica 43
... individual must " know what a match is . " 2. Another Ss → R connection must have been learned that enables the individual to associate the key syllable lum with the response " alumette . " In other words , response differentiation ...
... individual must " know what a match is . " 2. Another Ss → R connection must have been learned that enables the individual to associate the key syllable lum with the response " alumette . " In other words , response differentiation ...
Stranica 113
... individual chooses one key to open his front door , another for his back door , another for his car , another for his desk , and a fifth for his file cabinet . 2. The individual responds to a specific assortment of keys as " lock ...
... individual chooses one key to open his front door , another for his back door , another for his car , another for his desk , and a fifth for his file cabinet . 2. The individual responds to a specific assortment of keys as " lock ...
Stranica 232
... individual was able to do the same thing ) . In the case of this kind of transfer , the question of how much appears to be a matter of how broadly the individual can gen- eralize what he has learned to new situations . Presumably ...
... individual was able to do the same thing ) . In the case of this kind of transfer , the question of how much appears to be a matter of how broadly the individual can gen- eralize what he has learned to new situations . Presumably ...
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