The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 71.
Stranica 158
... problem solving , it should be borne in mind that it is the first encounter of the student with this problem that is being discussed here . Once these operations have been performed , of course , they may be repeated many times with any ...
... problem solving , it should be borne in mind that it is the first encounter of the student with this problem that is being discussed here . Once these operations have been performed , of course , they may be repeated many times with any ...
Stranica 162
... problem seems simple when one knows the solution , this appearance is deceptive , since none of the college students was able to solve this problem when only the " problem - stating " instructions were given . To increase the proba ...
... problem seems simple when one knows the solution , this appearance is deceptive , since none of the college students was able to solve this problem when only the " problem - stating " instructions were given . To increase the proba ...
Stranica 165
... problem solving for the pendulum problem , without being reminded of subordinate principles and without " direction ” were unable to solve the problem . Problem solving , or discovery , is only the final step in a sequence of learning ...
... problem solving for the pendulum problem , without being reminded of subordinate principles and without " direction ” were unable to solve the problem . Problem solving , or discovery , is only the final step in a sequence of learning ...
Sadržaj
Preface | 8 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 8
Ostala izdanja - Prikaži sve
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