The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 87.
Stranica 70
... stimulus and the " test " stimulus grows less . DISCRIMINATION · If the connection acquired to a signaling stimulus is somewhat imprecise , as the phenomenon of stimulus generalization implies , its precision may nevertheless be ...
... stimulus and the " test " stimulus grows less . DISCRIMINATION · If the connection acquired to a signaling stimulus is somewhat imprecise , as the phenomenon of stimulus generalization implies , its precision may nevertheless be ...
Stranica 71
... stimulus - response learning " is chosen to emphasize two other characteristics : ( 1 ) such learning concerns a single connection between a stimulus and a response , not mul- tiple or chained connections , which will be dealt with ...
... stimulus - response learning " is chosen to emphasize two other characteristics : ( 1 ) such learning concerns a single connection between a stimulus and a response , not mul- tiple or chained connections , which will be dealt with ...
Stranica 216
... STIMULUS SITUATION The objects and events that make up the stimulus situation for learning , naturally enough , vary according to what is being learned . The desired content of instruction will determine whether the stimulus situation ...
... STIMULUS SITUATION The objects and events that make up the stimulus situation for learning , naturally enough , vary according to what is being learned . The desired content of instruction will determine whether the stimulus situation ...
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