The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 6.
Stranica 51
... applicable to the content of formal education , the job grows somewhat easier . The most diffi- cult kinds of learning to describe are the simplest kinds , perhaps because it is necessary to be so careful to keep them simple . A kind of ...
... applicable to the content of formal education , the job grows somewhat easier . The most diffi- cult kinds of learning to describe are the simplest kinds , perhaps because it is necessary to be so careful to keep them simple . A kind of ...
Stranica 85
... applicable to the more complex forms , one needs to demonstrate the previous learning of simpler forms ( type 1 and particularly type 2 ) . If a verbal association like " two - cyq " is to be learned , the syllable " cyq " must first be ...
... applicable to the more complex forms , one needs to demonstrate the previous learning of simpler forms ( type 1 and particularly type 2 ) . If a verbal association like " two - cyq " is to be learned , the syllable " cyq " must first be ...
Stranica 173
... applicable to each type of learning , the feature of differential starting points is crucial . Before any act of learning is undertaken there needs to be a plan for learning any given content . DESCRIPTION OF LEARNING CONTENT In ...
... applicable to each type of learning , the feature of differential starting points is crucial . Before any act of learning is undertaken there needs to be a plan for learning any given content . DESCRIPTION OF LEARNING CONTENT In ...
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