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 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