The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 45
... process has entered the picture . Short chains are easy to learn but hard to retain . Increasing the number to be learned does not change the basic nature of the learn- ing process , but it highlights the effects of another process ...
... process has entered the picture . Short chains are easy to learn but hard to retain . Increasing the number to be learned does not change the basic nature of the learn- ing process , but it highlights the effects of another process ...
Stranica 74
... processes in animals . Psychol . Rev. Monogr . Suppl . , 1898 , 2 , No. 4 [ Whole No. 81. ) sense . Thus stimulus ... process ? The answer depends on how " easy " the required discrimination is . For Thorndike's animals , some forms of ...
... processes in animals . Psychol . Rev. Monogr . Suppl . , 1898 , 2 , No. 4 [ Whole No. 81. ) sense . Thus stimulus ... process ? The answer depends on how " easy " the required discrimination is . For Thorndike's animals , some forms of ...
Stranica 299
... process approach . Part 4. Washington , D.C .: American Association for the Ad- vancement of Science , 1963. [ 185 , 187 ... processes prerequisite to the study of the calculus . New York : Teachers College , Columbia University , 1933 ...
... process approach . Part 4. Washington , D.C .: American Association for the Ad- vancement of Science , 1963. [ 185 , 187 ... processes prerequisite to the study of the calculus . New York : Teachers College , Columbia University , 1933 ...
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