The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 100
... chain . Another may think of a battered hat that needs fixing , by calling up a visual image to serve as a mediating link . The effectiveness of visual images as mediating links for verbal associates has long been known , and forms a ...
... chain . Another may think of a battered hat that needs fixing , by calling up a visual image to serve as a mediating link . The effectiveness of visual images as mediating links for verbal associates has long been known , and forms a ...
Stranica 108
... chains ? The finding was that as the second set became more completely learned , increasing numbers of the first set ... verbal chains , is a matter of interference , and this in turn is more usefully conceived as extinction . When a ...
... chains ? The finding was that as the second set became more completely learned , increasing numbers of the first set ... verbal chains , is a matter of interference , and this in turn is more usefully conceived as extinction . When a ...
Stranica 192
... verb vocabulary . As stimuli for these verbal chains , pictures can probably be used to good advantage . It is , after all , the chain ( money as physical object ) → “ Geld ” that one wants to establish , and not the " translation " chain ...
... verb vocabulary . As stimuli for these verbal chains , pictures can probably be used to good advantage . It is , after all , the chain ( money as physical object ) → “ Geld ” that one wants to establish , and not the " translation " chain ...
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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