The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 12
... considered unnecessary by Thorndike . THE CONDITIONED RESPONSE I. P. Pavlov ( 1927 ) found that when a signal such as a buzzer was sounded at the time food was shown to a hungry dog , and this set of events was repeated several times ...
... considered unnecessary by Thorndike . THE CONDITIONED RESPONSE I. P. Pavlov ( 1927 ) found that when a signal such as a buzzer was sounded at the time food was shown to a hungry dog , and this set of events was repeated several times ...
Stranica 18
... considered a problem of understanding the association . To the British associationists , the association of interest was between sense impressions and ideas , or between simple and complex ideas . Following James and Dewey , Watson ...
... considered a problem of understanding the association . To the British associationists , the association of interest was between sense impressions and ideas , or between simple and complex ideas . Following James and Dewey , Watson ...
Stranica 245
... considered prerequisites for the learning . Each of these subtopics in turn may be subjected to the same process of analysis , until one has arrived at performances that the students are known to possess , at which point the analysis ...
... considered prerequisites for the learning . Each of these subtopics in turn may be subjected to the same process of analysis , until one has arrived at performances that the students are known to possess , at which point the analysis ...
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