The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 20
... represent learning the name of a particular dog . Can one also account for the differ- entiation of dogs from cats ? 4. Learning the names of the numerals 7 , 8 , and 9 can be represented by a simple learning prototype . How does an ...
... represent learning the name of a particular dog . Can one also account for the differ- entiation of dogs from cats ? 4. Learning the names of the numerals 7 , 8 , and 9 can be represented by a simple learning prototype . How does an ...
Stranica 141
... represent some ultimate goals of a formal schooling process , it would be mistaken to believe that these goals can be reached by simply ignoring all other forms of learning , or by pushing the latter into a kind of trash can of ...
... represent some ultimate goals of a formal schooling process , it would be mistaken to believe that these goals can be reached by simply ignoring all other forms of learning , or by pushing the latter into a kind of trash can of ...
Stranica 260
... represent the achievement to be reached at the end of a learning session ; and 3. represent this class of performances without being spe- cifically recallable as verbal chains from within the learning ses- sion itself ( except in those ...
... represent the achievement to be reached at the end of a learning session ; and 3. represent this class of performances without being spe- cifically recallable as verbal chains from within the learning ses- sion itself ( except in those ...
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