The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 73
... matter of shaping . A set of stimuli , including the sight and feel of the bottle as well as the proprioceptive stimuli from the child's arm and hand muscles , becomes connected with a correct response of holding the bottle in a ...
... matter of shaping . A set of stimuli , including the sight and feel of the bottle as well as the proprioceptive stimuli from the child's arm and hand muscles , becomes connected with a correct response of holding the bottle in a ...
Stranica 131
... matter of " telling him ” what the concept is . Thus it may be seen that the learning of a concept is not necessarily a verbal matter , since concepts can be learned otherwise by animals as well as by human beings . But using verbal ...
... matter of " telling him ” what the concept is . Thus it may be seen that the learning of a concept is not necessarily a verbal matter , since concepts can be learned otherwise by animals as well as by human beings . But using verbal ...
Stranica 248
... matter of becoming larger and stronger . It is also a matter of learning how to do many things . An airplane pilot , for example , must know how to interpret weather maps , how to compute time of flight , how to interpret instruments ...
... matter of becoming larger and stronger . It is also a matter of learning how to do many things . An airplane pilot , for example , must know how to interpret weather maps , how to compute time of flight , how to interpret instruments ...
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