The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 76
... reinforcement , which can be performed by the learner . CONDITIONS OF THE LEARNING SITUATION Turning to the conditions outside the learner , as a complementary condition , it is apparent that the terminating response must actually ...
... reinforcement , which can be performed by the learner . CONDITIONS OF THE LEARNING SITUATION Turning to the conditions outside the learner , as a complementary condition , it is apparent that the terminating response must actually ...
Stranica 94
... reinforcement is omitted , extinction of the final link occurs , and the chain as a whole then disappears . It has been found that the reinforcement needs to be immediate in order for chain learning to occur most readily . The ...
... reinforcement is omitted , extinction of the final link occurs , and the chain as a whole then disappears . It has been found that the reinforcement needs to be immediate in order for chain learning to occur most readily . The ...
Stranica 225
... reinforcement ( usually in the form of a food pellet ) is given im- mediately following a successful response . As the delay is length- ened within a range of 30 seconds or so , learning takes place more slowly . However , it is ...
... reinforcement ( usually in the form of a food pellet ) is given im- mediately following a successful response . As the delay is length- ened within a range of 30 seconds or so , learning takes place more slowly . However , it is ...
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