The Conditions of LearningHolt, Rinehart and Winston, 1977 - Broj stranica: 339 Applies the theoretical concepts from Gagne's THE CONDITIONS OF LEARNING AND THEORY OF INSTRUCTION, FOURTH EDITION, to workplace training. Advocates nine events of instruction that should be employed in every complete act of learning. Provides a strong theoretical and research emphasis. Case studies have been selected from real-world military, government, and private sector settings. The most recent research and references in the field are cited. |
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Stranica 20
... external conditions needed for learning in one case are the same as the external conditions needed for learning in the other . In the first case , common observa- tion would lead us to expect that the pairs of words would need to be ...
... external conditions needed for learning in one case are the same as the external conditions needed for learning in the other . In the first case , common observa- tion would lead us to expect that the pairs of words would need to be ...
Stranica 37
... external factors is limited . Arranging external conditions to establish and improve cognitive strategies is , after all , an attempt to exercise ex- ternal control in an indirect fashion over the learning of capabilities that are ...
... external factors is limited . Arranging external conditions to establish and improve cognitive strategies is , after all , an attempt to exercise ex- ternal control in an indirect fashion over the learning of capabilities that are ...
Stranica 277
... external conditions is retrieval . This process is activated by external cues , and the more that can be provided , the better . Thus the condition that best supports retrieval of what is learned is a variety of external cues . In ...
... external conditions is retrieval . This process is activated by external cues , and the more that can be provided , the better . Thus the condition that best supports retrieval of what is learned is a variety of external cues . In ...
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INTRODUCTION | 1 |
WHAT IS LEARNEDVARIETIES | 25 |
THE EVENTS OF LEARNING | 51 |
Autorska prava | |
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achieve acquired activities analysis association attitude change basic behavior called Chapter child classical conditioning cognitive strategies complex component concept learning conditions of learning course cues defined concept demonstrate described direction discrimination discrimination learning educational effective encoding established example expected external conditions external events facts feedback Figure function Gagné goal higher-order rule HOWDAH human model human tasks identify images important individual instructional design intellectual skills internal processes involved job-task kinds of learning labels learned capabilities learning hierarchy learning outcomes learning situation long-term memory meaningful means motivation motor learning motor performances newly learned objects occur oral organized part-skills personal action practice prerequisites presented previously learned printed problem solving procedure programs propositions recall reinforcement require response retention retrieval selective perception sentence sequence specific steps stimulus stored subordinate theory thinking tion transfer of learning variety verb verbal information verbal instructions vicarious reinforcement words