The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 31
... situation that are used to establish its presence , and occasionally also to employ simple diagrams to represent these components . These are a stimulus ... stimulus in physical terms . The stimulus situation 31 2) VARIETIES OF LEARNING.
... situation that are used to establish its presence , and occasionally also to employ simple diagrams to represent these components . These are a stimulus ... stimulus in physical terms . The stimulus situation 31 2) VARIETIES OF LEARNING.
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 ...
Stranica 217
Robert Mills Gagné. it himself . " Only in this way can the necessary stimulation from his own muscles be made to occur dependably as a part of the total stimulus situation . As these examples imply , the presence of kinesthetic stimula ...
Robert Mills Gagné. it himself . " Only in this way can the necessary stimulation from his own muscles be made to occur dependably as a part of the total stimulus situation . As these examples imply , the presence of kinesthetic stimula ...
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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