The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 9
... complex ideas like " flower " or " number " are constructed in the human mind from elementary sense impressions . In other words , they were interested in the question of how such " complex ideas " were learned in the first place . On ...
... complex ideas like " flower " or " number " are constructed in the human mind from elementary sense impressions . In other words , they were interested in the question of how such " complex ideas " were learned in the first place . On ...
Stranica 85
... complex forms and the simpler forms all at one time ( in fact , many experimental studies of learning appear to have followed such a procedure ) . But when this is done , the results may reflect a mixture of influences that be- come ...
... complex forms and the simpler forms all at one time ( in fact , many experimental studies of learning appear to have followed such a procedure ) . But when this is done , the results may reflect a mixture of influences that be- come ...
Stranica 142
... complex principles of which adults are capable , first , because he may not have ac- quired all the prerequisite concepts , and , second , because he has perhaps not yet acquired the subtle discriminations that underlie certain complex ...
... complex principles of which adults are capable , first , because he may not have ac- quired all the prerequisite concepts , and , second , because he has perhaps not yet acquired the subtle discriminations that underlie certain complex ...
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