The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 22
... conditions needed for learning in one case are the same as the external conditions needed for learning in the other . In the first case , common observation would lead us to expect that the pairs of words would need to be repeated a ...
... conditions needed for learning in one case are the same as the external conditions needed for learning in the other . In the first case , common observation would lead us to expect that the pairs of words would need to be repeated a ...
Stranica 26
... learning , the pos- sibilities of additional topics and areas to be explored are im- portant activities of learning ... conditions of learning may be appropriate at any given time . The proper exercise of these functions in an educa ...
... learning , the pos- sibilities of additional topics and areas to be explored are im- portant activities of learning ... conditions of learning may be appropriate at any given time . The proper exercise of these functions in an educa ...
Stranica 251
... conditions of learning . In the second example , the teacher engages in extemporaneous design . Extemporaneous design of the conditions of learning , during interaction with a student or students , is undoubtedly considered by many ...
... conditions of learning . In the second example , the teacher engages in extemporaneous design . Extemporaneous design of the conditions of learning , during interaction with a student or students , is undoubtedly considered by many ...
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