The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 17.
Stranica 21
... begin this learning “ from scratch " ; he already knows how to hold the laces , how to loop one over the other , how to tighten a loop , and so on . The child who learns to call the mailman " Mr. Wells " also does not begin without some ...
... begin this learning “ from scratch " ; he already knows how to hold the laces , how to loop one over the other , how to tighten a loop , and so on . The child who learns to call the mailman " Mr. Wells " also does not begin without some ...
Stranica 106
... begin immediately counting back- ward by threes from some given number . This counting activity interferes with retention of the single word to the extent that recall is only 90 percent probable after an interval of 9 seconds . But when ...
... begin immediately counting back- ward by threes from some given number . This counting activity interferes with retention of the single word to the extent that recall is only 90 percent probable after an interval of 9 seconds . But when ...
Stranica 113
... begin with stimulation provided by collections of stimulus objects or events . However , these are two rather different kinds of capabilities , and it will be seen that the conditions for their establishment also differ . In the kind of ...
... begin with stimulation provided by collections of stimulus objects or events . However , these are two rather different kinds of capabilities , and it will be seen that the conditions for their establishment also differ . In the kind of ...
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