The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 74.
Stranica 34
... tion of two forms of stimulation : ( 1 ) the stimulus producing a generalized reaction of the sort one is interested in establishing , and ( 2 ) the stimulus providing the signal . If the " whoa " comes after the painful stimulus by a ...
... tion of two forms of stimulation : ( 1 ) the stimulus producing a generalized reaction of the sort one is interested in establishing , and ( 2 ) the stimulus providing the signal . If the " whoa " comes after the painful stimulus by a ...
Stranica 70
... tion , whereas the former will increase its strength as a conditioned response . When this happens , it is said that a discrimination has been established . Obviously , this means that the new stimulus generalization gradient ...
... tion , whereas the former will increase its strength as a conditioned response . When this happens , it is said that a discrimination has been established . Obviously , this means that the new stimulus generalization gradient ...
Stranica 215
... tion that need to prevail during learning . In turning attention next to the requisite external events for learning , it may be expected that control over their occurrence is a highly practical undertaking . Control of the external ...
... tion that need to prevail during learning . In turning attention next to the requisite external events for learning , it may be expected that control over their occurrence is a highly practical undertaking . Control of the external ...
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