The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 49.
Stranica 50
... result from his having responded to an inade- quate variety of stimulus situations . The concept may become more nearly adequate when he has a greater number of experiences in the course of everyday existence . Alternatively , it may ...
... result from his having responded to an inade- quate variety of stimulus situations . The concept may become more nearly adequate when he has a greater number of experiences in the course of everyday existence . Alternatively , it may ...
Stranica 81
... result that this particular tone became an essential part of the stimulus situa- tion controlling the key - pecking response . A similar result could have been obtained , presumably , with almost any other stimulus , whether tone ...
... result that this particular tone became an essential part of the stimulus situa- tion controlling the key - pecking response . A similar result could have been obtained , presumably , with almost any other stimulus , whether tone ...
Stranica 173
... result is a kind of map of what must be learned . Within this map , many alternate routes are available , some of which are quite as good as others in achieving the desired objective . But what is not possible in such a plan is to ...
... result is a kind of map of what must be learned . Within this map , many alternate routes are available , some of which are quite as good as others in achieving the desired objective . But what is not possible in such a plan is to ...
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