The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 103
... associates and verbal chains . • CONDITIONS WITHIN THE LEARNER The previous discussion leads to the following ... associates are learned more readily the greater the number of verbal " free associates " there are to the syllables or ...
... associates and verbal chains . • CONDITIONS WITHIN THE LEARNER The previous discussion leads to the following ... associates are learned more readily the greater the number of verbal " free associates " there are to the syllables or ...
Stranica 118
... associates is being learned . The solution ( the best available , and perhaps the only one ) is to proceed to learn the associates one by one , and then to return and give them more repetitions one by one , in a somewhat dif- ferent ...
... associates is being learned . The solution ( the best available , and perhaps the only one ) is to proceed to learn the associates one by one , and then to return and give them more repetitions one by one , in a somewhat dif- ferent ...
Stranica 123
... associates . Various verbal materials have been used for this purpose , including " lists " of non- sense associates , GIX - REV , WEP - DAK and so on , and meaningful word associates CAUTIOUS - SICKLY , LIQUID - TROUBLED . The ...
... associates . Various verbal materials have been used for this purpose , including " lists " of non- sense associates , GIX - REV , WEP - DAK and so on , and meaningful word associates CAUTIOUS - SICKLY , LIQUID - TROUBLED . The ...
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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