The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 97
... limited in number , the patterns that can be constructed from these sounds are of virtually limitless variety . Such patterns , at least the simplest ones , are learned as chains . But the tremendous variety of these chains as well as ...
... limited in number , the patterns that can be constructed from these sounds are of virtually limitless variety . Such patterns , at least the simplest ones , are learned as chains . But the tremendous variety of these chains as well as ...
Stranica 136
... limited in extent by the physical resemblances of objects or events . Generalizing by means of concepts , in con- trast , is not limited by physical resemblances . When using a con- cept , the individual experiences no difficulty in ...
... limited in extent by the physical resemblances of objects or events . Generalizing by means of concepts , in con- trast , is not limited by physical resemblances . When using a con- cept , the individual experiences no difficulty in ...
Stranica 284
... Limited Limited Yes Yes Yes Yes the stimulus Directing No Yes Yes No No Yes Yes attention and other activity Providing a Limited Yes Yes Limited Limited Yes Yes model of expected perform- ance Furnishing Limited Yes Yes Limited Limited ...
... Limited Limited Yes Yes Yes Yes the stimulus Directing No Yes Yes No No Yes Yes attention and other activity Providing a Limited Yes Yes Limited Limited Yes Yes model of expected perform- ance Furnishing Limited Yes Yes Limited Limited ...
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