The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 63.
Stranica 50
... become more nearly adequate when he has a greater number of experiences in the course of everyday existence . Alternatively , it may become equally comprehensive as a result of a deliberate instructional proc- ess carried out over a ...
... become more nearly adequate when he has a greater number of experiences in the course of everyday existence . Alternatively , it may become equally comprehensive as a result of a deliberate instructional proc- ess carried out over a ...
Stranica 90
... become a part of the chain being learned . This was the suggestion made by William James ( 1890 ) in his famous chapter on habit . As James pointed out , if self - generated verbal cues are an initial part of the chain that is acquired ...
... become a part of the chain being learned . This was the suggestion made by William James ( 1890 ) in his famous chapter on habit . As James pointed out , if self - generated verbal cues are an initial part of the chain that is acquired ...
Stranica 238
... become curious about the world , discover principles for himself , and thus with a minimum of fuss become a " well - edu- cated " man ? This is not a completely ridiculous idea , for it is quite conceivable that a certain number of ...
... become curious about the world , discover principles for himself , and thus with a minimum of fuss become a " well - edu- cated " man ? This is not a completely ridiculous idea , for it is quite conceivable that a certain number of ...
Sadržaj
Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 9
Ostala izdanja - Prikaži sve
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