The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 79.
Stranica 39
... course , have previously adopted a suitably precise set of match- ing criteria . LEARNING TYPE 3 : CHAINING Another extremely simple and widely occurring learning situa- tion is called chaining . In brief terms , it is a matter of ...
... course , have previously adopted a suitably precise set of match- ing criteria . LEARNING TYPE 3 : CHAINING Another extremely simple and widely occurring learning situa- tion is called chaining . In brief terms , it is a matter of ...
Stranica 49
... course , different , but may be similarly learned . ) How does one know whether the child has in fact learned the concept middle ? The crucial test is whether he will be able to respond correctly , not by chance , to some new ...
... course , different , but may be similarly learned . ) How does one know whether the child has in fact learned the concept middle ? The crucial test is whether he will be able to respond correctly , not by chance , to some new ...
Stranica 281
... courses in high school physics . ) For present- ing problem situations whose solutions are not shown , but which are to be ... course of viewing a demonstration in physics , the learner predicts that one object will exert more force than ...
... courses in high school physics . ) For present- ing problem situations whose solutions are not shown , but which are to be ... course of viewing a demonstration in physics , the learner predicts that one object will exert more force than ...
Sadržaj
Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 9
Ostala izdanja - Prikaži sve
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