The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 81
... particular tone became an essential part of the stimulus situa- tion controlling the key - pecking response . A similar result could have been obtained , presumably , with almost any other stimulus , whether tone , light , or whatever ...
... particular tone became an essential part of the stimulus situa- tion controlling the key - pecking response . A similar result could have been obtained , presumably , with almost any other stimulus , whether tone , light , or whatever ...
Stranica 114
... particular collec- tion . This is called multiple discrimination . In the second type , the learner becomes able to respond in a single way to the col- lection as a class , which then extends beyond the particular mem- bers that were ...
... particular collec- tion . This is called multiple discrimination . In the second type , the learner becomes able to respond in a single way to the col- lection as a class , which then extends beyond the particular mem- bers that were ...
Stranica 158
... particular principles . As a second example , let us turn to a problem of a fairly simple and concrete sort , used for the experimental study of problem solving . Here the student is presented with a set of square figures made from ...
... particular principles . As a second example , let us turn to a problem of a fairly simple and concrete sort , used for the experimental study of problem solving . Here the student is presented with a set of square figures made from ...
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