The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 44
... reason to be- lieve that these require any different conditions for learning . The optimal conditions may , however , be more difficult to achieve . For example , Ss → R learning must be established , both for the stimu- lus member GUK ...
... reason to be- lieve that these require any different conditions for learning . The optimal conditions may , however , be more difficult to achieve . For example , Ss → R learning must be established , both for the stimu- lus member GUK ...
Stranica 72
... reason for this is not far to seek : it is simply that human beings rapidly acquire a background of prerequisite learning which enters into the subsequent acquisition of these more complex varieties . No doubt this is the primary reason ...
... reason for this is not far to seek : it is simply that human beings rapidly acquire a background of prerequisite learning which enters into the subsequent acquisition of these more complex varieties . No doubt this is the primary reason ...
Stranica 153
... reason to suppose that topics with other kinds of content would yield similar results . Determining the prerequisites for any given principle may be accomplished by asking the question , What would the student have to know how to do in ...
... reason to suppose that topics with other kinds of content would yield similar results . Determining the prerequisites for any given principle may be accomplished by asking the question , What would the student have to know how to do in ...
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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 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