The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 9
... sense impressions . In other words , they were interested in the question of how such " complex ideas " were learned in the first place . On this latter point , they were generally agreed that acquiring a new idea necessitated ( 1 ) ...
... sense impressions . In other words , they were interested in the question of how such " complex ideas " were learned in the first place . On this latter point , they were generally agreed that acquiring a new idea necessitated ( 1 ) ...
Stranica 23
... sense of the word " learning , " motivations and attitudes must surely be considered to be learned . But the present treatment does not attempt to deal with such learnings , except in a tangential sense . Its scope is restricted to what ...
... sense of the word " learning , " motivations and attitudes must surely be considered to be learned . But the present treatment does not attempt to deal with such learnings , except in a tangential sense . Its scope is restricted to what ...
Stranica 32
... sense ) outside the learner , and can be identified and de- scribed in the terms of physical science . The output , R , is also in a real sense outside the learner . It is a response or a set of responses that produces an identifiable ...
... sense ) outside the learner , and can be identified and de- scribed in the terms of physical science . The output , R , is also in a real sense outside the learner . It is a response or a set of responses that produces an identifiable ...
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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Uobičajeni izrazi i fraze
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