The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 24
... activities of the curriculum planner , the course designer , and the instructor . Specifically , an understanding of the conditions of learning is of value in the kinds of activities mentioned in the following paragraphs , which are to ...
... activities of the curriculum planner , the course designer , and the instructor . Specifically , an understanding of the conditions of learning is of value in the kinds of activities mentioned in the following paragraphs , which are to ...
Stranica 96
... activities , chains are of essentially humble nature . In the early grades of school , a number of important chainlike skills must be learned . Buttoning , fastening , tying , using a pencil , erasing , using scissors , and many others ...
... activities , chains are of essentially humble nature . In the early grades of school , a number of important chainlike skills must be learned . Buttoning , fastening , tying , using a pencil , erasing , using scissors , and many others ...
Stranica 269
... Activities other than attention may also be directed by such instructions , as implied by the statements , “ Re- member how a line is defined , " or " Complete the following sentence . " These activities are not themselves learning ...
... Activities other than attention may also be directed by such instructions , as implied by the statements , “ Re- member how a line is defined , " or " Complete the following sentence . " These activities are not themselves learning ...
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