The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 49.
Stranica 114
... discriminations is obviously an undertaking of great importance in everyday life and in school learning . The young child must learn at a very early age ... Multiple Discrimination ; Concept Learning Multiple-Discrimination Learning (Type 5)
... discriminations is obviously an undertaking of great importance in everyday life and in school learning . The young child must learn at a very early age ... Multiple Discrimination ; Concept Learning Multiple-Discrimination Learning (Type 5)
Stranica 120
... discriminations have been fully established , retention is no longer affected by interference within the set . It may be , of course , and undoubtedly is , affected by interference from other ... Multiple Discrimination ; Concept Learning.
... discriminations have been fully established , retention is no longer affected by interference within the set . It may be , of course , and undoubtedly is , affected by interference from other ... Multiple Discrimination ; Concept Learning.
Stranica 125
... DISCRIMINATION Generalization tendencies among the stimuli of each chain create the necessity for discrimination ( Ss → R ) learning of each link of each chain . When such learning is com- pleted as a prerequisite to multiple - ...
... DISCRIMINATION Generalization tendencies among the stimuli of each chain create the necessity for discrimination ( Ss → R ) learning of each link of each chain . When such learning is com- pleted as a prerequisite to multiple - ...
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