The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 63.
Stranica 111
... able to recall words , phrases , or entire passages of flowing English , and to weave them into their own vocal utterances in highly effective ways . They are able to do this , not simply because they have read these classics of English ...
... able to recall words , phrases , or entire passages of flowing English , and to weave them into their own vocal utterances in highly effective ways . They are able to do this , not simply because they have read these classics of English ...
Stranica 184
... able to use the concepts length and area and rectangular . ( Using them as con- cepts means simply that he be able to identify them , not describe or define them . ) For members of an entire class of closed figures , he should be able ...
... able to use the concepts length and area and rectangular . ( Using them as con- cepts means simply that he be able to identify them , not describe or define them . ) For members of an entire class of closed figures , he should be able ...
Stranica 210
... able to specify how the alertness function may be controlled . Activity in this center is presumably decreased when the individual is sleepy or fatigued . Perhaps it can be stimulated by certain drugs . In all probability , a state of ...
... able to specify how the alertness function may be controlled . Activity in this center is presumably decreased when the individual is sleepy or fatigued . Perhaps it can be stimulated by certain drugs . In all probability , a state of ...
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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Uobičajeni izrazi i fraze
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