The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 221
... learner information about the class of responses to be expected when learning is completed . If he is beginning to learn about reproduction , for example , some such instructions may be used : " There are several different ways in which ...
... learner information about the class of responses to be expected when learning is completed . If he is beginning to learn about reproduction , for example , some such instructions may be used : " There are several different ways in which ...
Stranica 224
... learner what to do . Several different functions can be distinguished for the latter directions : 1. They may direct the learner's attention to stimuli . ( “ Look here ! " ) 2. They give the learner information about the performance ...
... learner what to do . Several different functions can be distinguished for the latter directions : 1. They may direct the learner's attention to stimuli . ( “ Look here ! " ) 2. They give the learner information about the performance ...
Stranica 270
... learner's en- vironment . As described previously , such guidance is presumed to have the effect of increasing the efficiency of learning by reducing the occurrence of irrelevant " hypotheses . " Generally , instructions having this ...
... learner's en- vironment . As described previously , such guidance is presumed to have the effect of increasing the efficiency of learning by reducing the occurrence of irrelevant " hypotheses . " Generally , instructions having this ...
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