The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 58.
Stranica 144
... simply to say the words . Adults often have to learn principles that are structurally no more complex than this . A student of biology , for example , may encounter the principle insects metamorphose . It seems quite evi- dent that in ...
... simply to say the words . Adults often have to learn principles that are structurally no more complex than this . A student of biology , for example , may encounter the principle insects metamorphose . It seems quite evi- dent that in ...
Stranica 151
... simply to recognize points , lines , and planes , but to demonstrate the existence of these entities as dependent on the application of cer- tain principles . ( It will be evident that the kind of principle in- volved here is usually ...
... simply to recognize points , lines , and planes , but to demonstrate the existence of these entities as dependent on the application of cer- tain principles . ( It will be evident that the kind of principle in- volved here is usually ...
Stranica 238
... simply told where to find things when they are looking for them , can in fact become knowl- edgeable and capable adults . But it seems quite doubtful that more than a few unusual individuals could actually accomplish this feat . The ...
... simply told where to find things when they are looking for them , can in fact become knowl- edgeable and capable adults . But it seems quite doubtful that more than a few unusual individuals could actually accomplish this feat . The ...
Sadržaj
Preface | 8 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 8
Ostala izdanja - Prikaži sve
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