The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 56
... involved , and the steplike character of the problem - solving act . In the present example , the student knows he needs an equation relating power , force , and velocity . Pre- sumably , the function of this identification is to ...
... involved , and the steplike character of the problem - solving act . In the present example , the student knows he needs an equation relating power , force , and velocity . Pre- sumably , the function of this identification is to ...
Stranica 189
... involved is shown in Figure 15 . As the figure shows , the principles of hydrolysis that constitute the objective of instruction in this example are in a learning sense based on a number of subordinate principles that have specific ...
... involved is shown in Figure 15 . As the figure shows , the principles of hydrolysis that constitute the objective of instruction in this example are in a learning sense based on a number of subordinate principles that have specific ...
Stranica 222
... involved in tying a package . Recall may also be stimulated in connection with the learning of concepts . The verbal instruction " This is a button " may be used to recall a single verbal association that has previously been learned ...
... involved in tying a package . Recall may also be stimulated in connection with the learning of concepts . The verbal instruction " This is a button " may be used to recall a single verbal association that has previously been learned ...
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