The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 53.
Stranica 60
... prerequisites : Stimulus - response connections ( type 2 ) . It is tempting to agree with Mowrer ( 1960a ) that S - R connections ( type 2 ) require signal learning ( type 1 ) as a prerequisite . This may be true , but it does not seem ...
... prerequisites : Stimulus - response connections ( type 2 ) . It is tempting to agree with Mowrer ( 1960a ) that S - R connections ( type 2 ) require signal learning ( type 1 ) as a prerequisite . This may be true , but it does not seem ...
Stranica 153
... prerequisite principles : If a student could demon- strate his knowledge of Principle Ia , did this mean he also knew IIa , IIb , and IIc ; if he could not show knowledge of Ia , did this mean he did not know one or more of the ...
... prerequisite principles : If a student could demon- strate his knowledge of Principle Ia , did this mean he also knew IIa , IIb , and IIc ; if he could not show knowledge of Ia , did this mean he did not know one or more of the ...
Stranica 290
... prerequisite knowledge among the participating students merely serves to detract from the value of the exercise . The purpose of the discussion is to make a public exploration of new ideas , of analogies , of similarities and ...
... prerequisite knowledge among the participating students merely serves to detract from the value of the exercise . The purpose of the discussion is to make a public exploration of new ideas , of analogies , of similarities and ...
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 Animal intelligence animals assessment basic behavior capabilities chapter child concept learning conditioned responses conditions of learning connection course cues described discrimination learning discussion doll educational effective English established example external extinction feedback forms of learning Gagné higher-order principle human important individual inference interference kind of learning knowledge language learner learning conditions learning situation learning structure LEARNING TYPE mathematics means motivation multiple discriminations multiple-discrimination learning National Education Association objects occur oral communication performance possible prerequisite present previously learned principle learning printed problem solving proprioceptive Psychol quired recall reinforcement repetition represent sense signal learning simple specific statement stimulus situation stimulus-response learning student teacher tion topic transfer Transfer of learning type of learning unconditioned stimulus varieties of learning verbal associates verbal behavior verbal chains verbal instructions verbal sequences words York