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 65
... sense , but traces of them may persist in the brain . If memory traces are in some sense permanent , the reasons for forgetting must be sought in other events such as interference from other stored memories , or obstacles to retrieval ...
... sense , but traces of them may persist in the brain . If memory traces are in some sense permanent , the reasons for forgetting must be sought in other events such as interference from other stored memories , or obstacles to retrieval ...
Stranica 142
... sense . They are also related to each other in the psychological sense that the learning of some are prerequisite to the learning of others , just as concepts are prerequisite to the learning of rules . Here our interest centers on the ...
... sense . They are also related to each other in the psychological sense that the learning of some are prerequisite to the learning of others , just as concepts are prerequisite to the learning of rules . Here our interest centers on the ...
Stranica 182
... sense , this means that certain words of the proposition must be known as concepts , in the sense that these are described in Chap- ters 5 and 6. We have already seen that a set of words , such as mountain typewriter baseball , is not ...
... sense , this means that certain words of the proposition must be known as concepts , in the sense that these are described in Chap- ters 5 and 6. We have already seen that a set of words , such as mountain typewriter baseball , is not ...
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Preface | 1 |
WHAT IS LEARNEDVARIETIES | 2 |
THE EVENTS OF LEARNING | 51 |
Autorska prava | |
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achieve acquired activities association basic behavior called Chapter child classical conditioning cognitive strategies complex component concept learning concrete concepts conditions of learning course cues defined concept described discrimination discrimination learning educational effective encoding established example expected external conditions external events facts feedback Figure function Gagné higher-order rule HOWDAH human model human tasks identify images important individual instructional design intellectual skills internal processes involved kinds of learning labels learned capabilities learning hierarchy learning outcomes learning situation long-term memory meaningful means motivation motor learning motor performances motor skills 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 retrieval selective perception sentence sequence signal learning specific stored theory thinking tion transfer of learning unconditioned stimulus variety verb verbal information verbal instructions verbal statements words