The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 139
... 7-73 . Postman , L. The present status of interference theory . In C. N. Cofer ( Ed . ) , Verbal learning and verbal behavior . New York : McGraw - Hill , 1961 . Underwood , B. J. An evaluation of the Gibson theory GENERAL REFERENCES 139.
... 7-73 . Postman , L. The present status of interference theory . In C. N. Cofer ( Ed . ) , Verbal learning and verbal behavior . New York : McGraw - Hill , 1961 . Underwood , B. J. An evaluation of the Gibson theory GENERAL REFERENCES 139.
Stranica 266
... York : McKay , 1956 . French , W. Behavioral goals of general education in high school . New York : Russell Sage , 1957 . Gardner , J. W. Excellence . New York : Harper & Row , 1961 . Kearney , N. C. Elementary school objectives . New York ...
... York : McKay , 1956 . French , W. Behavioral goals of general education in high school . New York : Russell Sage , 1957 . Gardner , J. W. Excellence . New York : Harper & Row , 1961 . Kearney , N. C. Elementary school objectives . New York ...
Stranica 306
... York : McGraw - Hill , 1963 . [ 32 ] [ 103 ] NORTHROP , F. S. C. The logic of the sciences and the humanities . New York : Macmillan , 1947 . PATRICK , C. What is creative thinking ? New York : Philosophical Library , 1955. [ 171 ] ...
... York : McGraw - Hill , 1963 . [ 32 ] [ 103 ] NORTHROP , F. S. C. The logic of the sciences and the humanities . New York : Macmillan , 1947 . PATRICK , C. What is creative thinking ? New York : Philosophical Library , 1955. [ 171 ] ...
Sadržaj
Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 9
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able achievement acquired activity adult appears asked assessment associates become begin behavior called changes chapter child communication complex concepts connection considered correct course decisions depend described designed determined directions discussion distinguished educational effective English established evident example expected external fact function given human identify important individual inference instruction involved kind knowledge language later learner learning Limited lines mathematics matter means measurement method motivation nature necessary needs objects observed occur oral particular performance perhaps possible prerequisite present previously previously learned principles printed probably problem problem solving question reading reason recall represent response result sense sequence signal simple situation sounds specific statement stimulus stimulus situation structure student teacher teaching things thinking tion topic transfer variety verbal York