The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 8
... association . If an adult who previously could not supply the English word " horse " for the French word " cheval " now does so , it is similarly appropriate to call this newly learned capability an association . There will be many ...
... association . If an adult who previously could not supply the English word " horse " for the French word " cheval " now does so , it is similarly appropriate to call this newly learned capability an association . There will be many ...
Stranica 18
... association . To the British associationists , the association of interest was between sense impressions and ideas , or between simple and complex ideas . Following James and Dewey , Watson , Thorndike and others set out to study the ...
... association . To the British associationists , the association of interest was between sense impressions and ideas , or between simple and complex ideas . Following James and Dewey , Watson , Thorndike and others set out to study the ...
Stranica 99
... association between two verbal elements , whether syllables or words , is markedly affected by previous discrimination learning of both the first member and the second ( Goss , 1963 ) . 2. Most investigators agree that the efficient ...
... association between two verbal elements , whether syllables or words , is markedly affected by previous discrimination learning of both the first member and the second ( Goss , 1963 ) . 2. Most investigators agree that the efficient ...
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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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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