The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 67
... connection is detected by a " trial " of the signal tone not paired with shock . The conditioned response can usually be established in such circumstances after only a few repetitions . SOME OTHER PHENOMENA OF SIGNAL LEARNING There are ...
... connection is detected by a " trial " of the signal tone not paired with shock . The conditioned response can usually be established in such circumstances after only a few repetitions . SOME OTHER PHENOMENA OF SIGNAL LEARNING There are ...
Stranica 71
... connection following an interval of dis- use . However , there are several observations that indicate remark- able ... connection is not tested over the interval con- cerned , that is , the signal is not presented . In the latter ...
... connection following an interval of dis- use . However , there are several observations that indicate remark- able ... connection is not tested over the interval con- cerned , that is , the signal is not presented . In the latter ...
Stranica 127
... connection S Rift is reinforced . Now the experimenter places a new set of hollow blocks , of different appearance , C , C , and D , on the table , with the candy under D. ( Of course , the spatial placement of the blocks is made ...
... connection S Rift is reinforced . Now the experimenter places a new set of hollow blocks , of different appearance , C , C , and D , on the table , with the candy under D. ( Of course , the spatial placement of the blocks is made ...
Sadržaj
Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
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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