The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 35
... probably much more important than the classical type we have just de- scribed . This is a kind of learning that involves making very pre- cise movements of the skeletal muscles in response to very specific stimuli or combinations of ...
... probably much more important than the classical type we have just de- scribed . This is a kind of learning that involves making very pre- cise movements of the skeletal muscles in response to very specific stimuli or combinations of ...
Stranica 132
... probably also be acquired ; the individual must learn to distinguish muscle tissue from other forms , and of course to distinguish striated from smooth and heart muscle . Once these have been mastered , the basic instructional ...
... probably also be acquired ; the individual must learn to distinguish muscle tissue from other forms , and of course to distinguish striated from smooth and heart muscle . Once these have been mastered , the basic instructional ...
Stranica 137
... probably has already ac- quired concepts for a number of common objects in his environ- ment , such as chairs and floors and ceilings and streets and flowers and animals and trees . Most probably he knows such place con- cepts as above ...
... probably has already ac- quired concepts for a number of common objects in his environ- ment , such as chairs and floors and ceilings and streets and flowers and animals and trees . Most probably he knows such place con- cepts as above ...
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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