The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 191
... language . • PHASE 1 : STIMULUS - RESPONSE LEARNING One of the inter- esting features of foreign language learning is that it must begin with the simplest type of learning , stimulus - response learning . In other words , the student ...
... language . • PHASE 1 : STIMULUS - RESPONSE LEARNING One of the inter- esting features of foreign language learning is that it must begin with the simplest type of learning , stimulus - response learning . In other words , the student ...
Stranica 195
... language principles , a point deserving great emphasis is the importance of prerequisites . And the necessary pre- requisites , as has previously been pointed out , are concepts . The contents of the principles that are exhibited in the ...
... language principles , a point deserving great emphasis is the importance of prerequisites . And the necessary pre- requisites , as has previously been pointed out , are concepts . The contents of the principles that are exhibited in the ...
Stranica 196
... language . This is particularly true in the early stages of education , in which the youngster learns to use the language in communicating and in reading . For the sake of brevity , the following discussion of Eng- lish language ...
... language . This is particularly true in the early stages of education , in which the youngster learns to use the language in communicating and in reading . For the sake of brevity , the following discussion of Eng- lish language ...
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