The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 59
... learning that requires the internal events usually called thinking . Two or more previously acquired principles are somehow combined to produce a new capability that can be shown to depend on a ... LEARNING TYPES AND LEARNING THEORY 59.
... learning that requires the internal events usually called thinking . Two or more previously acquired principles are somehow combined to produce a new capability that can be shown to depend on a ... LEARNING TYPES AND LEARNING THEORY 59.
Stranica 78
... learning on the rapidity of the learning event . For example , Ferster and Skinner ( 1957 ) have collected a large amount of evidence about the effects of variations in " schedules of reinforcement " on the learning and execution of Ss ...
... learning on the rapidity of the learning event . For example , Ferster and Skinner ( 1957 ) have collected a large amount of evidence about the effects of variations in " schedules of reinforcement " on the learning and execution of Ss ...
Stranica 190
... learning of object attributes - color , opacity , amount of precipitation , and so on . Principles of chemical combination are similarly based on concepts of separation and joining . The classifying of ions depends on some principles of ...
... learning of object attributes - color , opacity , amount of precipitation , and so on . Principles of chemical combination are similarly based on concepts of separation and joining . The classifying of ions depends on some principles of ...
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