The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 136
... specific stimuli . This kind of learning , then , is obviously of tremendous im- portance for most kinds of ... specific instances of the class that have not been used in learning . Otherwise , it is not a concept , but merely a ...
... specific stimuli . This kind of learning , then , is obviously of tremendous im- portance for most kinds of ... specific instances of the class that have not been used in learning . Otherwise , it is not a concept , but merely a ...
Stranica 190
... specific . But there are others that are general to all of science and that must be acquired as prerequisites to the principles to be learned . Measurement principles depend on previously acquired number concepts . Using indicators ...
... specific . But there are others that are general to all of science and that must be acquired as prerequisites to the principles to be learned . Measurement principles depend on previously acquired number concepts . Using indicators ...
Stranica 209
... specific kind of resolve by means of which the student could say to himself , " I must learn this , ” and learning would then follow . But if there is this kind of specific motivation , it does not appear to be very effective . A number ...
... specific kind of resolve by means of which the student could say to himself , " I must learn this , ” and learning would then follow . But if there is this kind of specific motivation , it does not appear to be very effective . A number ...
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