The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 73
... correct and incorrect stimulation ; of that set of stimuli which produces reward ( reinforcement ) and that set of stimuli which does not . It is equally true to say that the response of holding the bottle correctly becomes ...
... correct and incorrect stimulation ; of that set of stimuli which produces reward ( reinforcement ) and that set of stimuli which does not . It is equally true to say that the response of holding the bottle correctly becomes ...
Stranica 133
... correct SECOND TASK : small correct - black correct white correct Fig . 9. Two examples of discrimination reversal problems learned by children of two different age groups ( four and seven ) . After learning the first task , the ...
... correct SECOND TASK : small correct - black correct white correct Fig . 9. Two examples of discrimination reversal problems learned by children of two different age groups ( four and seven ) . After learning the first task , the ...
Stranica 225
... correct . " SIMPLE FORMS OF LEARNING . According to a considerable body of evidence ( Kimble , 1961 , pp . 140-156 ) , feedback from the execution of desired responses in stimulus - response learning needs to occur within a few seconds ...
... correct . " SIMPLE FORMS OF LEARNING . According to a considerable body of evidence ( Kimble , 1961 , pp . 140-156 ) , feedback from the execution of desired responses in stimulus - response learning needs to occur within a few seconds ...
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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