The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 191
... sounds of the language . The more different are the foreign language sounds from those already learned ( in English ) , the more essential this phase is . Spanish , for example , is often considered " easy " because its sounds are ...
... sounds of the language . The more different are the foreign language sounds from those already learned ( in English ) , the more essential this phase is . Spanish , for example , is often considered " easy " because its sounds are ...
Stranica 197
... sounds are quite arbitrary , illogical , and essentially meaningless . This sets the stage for a conflict in views about reading instruction that has persisted for many years . On the one hand , the child " knows " a fairly large number ...
... sounds are quite arbitrary , illogical , and essentially meaningless . This sets the stage for a conflict in views about reading instruction that has persisted for many years . On the one hand , the child " knows " a fairly large number ...
Stranica 198
... sounds like . In either case , what is being learned is a verbal chain that associates the stimulus of the printed word through a typical set of connections with the saying of the word . The previous learning of whole words in oral form ...
... sounds like . In either case , what is being learned is a verbal chain that associates the stimulus of the printed word through a typical set of connections with the saying of the word . The previous learning of whole words in oral form ...
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