The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 93
... method illustrated by the example previously given , using verbal instructions as " prompts . " It is evident that both these methods work . Whether or not one is more effective than the other , in some or all circumstances , is a ...
... method illustrated by the example previously given , using verbal instructions as " prompts . " It is evident that both these methods work . Whether or not one is more effective than the other , in some or all circumstances , is a ...
Stranica 165
... method of in- struction that encouraged discovery ; that is , the verbal instructions did not state the " solution " until the learners had had a chance to construct it for themselves . Retention of the final task was found to be very ...
... method of in- struction that encouraged discovery ; that is , the verbal instructions did not state the " solution " until the learners had had a chance to construct it for themselves . Retention of the final task was found to be very ...
Stranica 195
... method of instruction . As pointed out previously , such a method may actually take longer , but seems to have advantages . In practice , the student would be made to encounter a number of contrasting expressions like in der Welt and in ...
... method of instruction . As pointed out previously , such a method may actually take longer , but seems to have advantages . In practice , the student would be made to encounter a number of contrasting expressions like in der Welt and in ...
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