The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 6
... action that results from stimulation and subsequent nervous activity is called a response . Responses may be described more or less specifically ; for example , one can speak of the move- ment of a particular muscle , or of the action ...
... action that results from stimulation and subsequent nervous activity is called a response . Responses may be described more or less specifically ; for example , one can speak of the move- ment of a particular muscle , or of the action ...
Stranica 10
... action as a factor in learning . Action did not simply follow ideas , as the British associationists had proposed , but be- came an essential feature of the process of behavioral organization called learning . ANIMAL TRIAL AND ERROR ...
... action as a factor in learning . Action did not simply follow ideas , as the British associationists had proposed , but be- came an essential feature of the process of behavioral organization called learning . ANIMAL TRIAL AND ERROR ...
Stranica 210
... action . The action itself may be more or less socially useful ; college teach- ers sometimes suspect that the kind of achievement students have in mind is being able to hold a “ bull session " on a topic , whereas the teachers hope for ...
... action . The action itself may be more or less socially useful ; college teach- ers sometimes suspect that the kind of achievement students have in mind is being able to hold a “ bull session " on a topic , whereas the teachers hope for ...
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