The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 135
... described earlier in this section . When all the specific instances on which the con- cept depends are " lively " in memory at the same time , concept acquisition is rapid . As for repetition , it does not appear to be necessary when ...
... described earlier in this section . When all the specific instances on which the con- cept depends are " lively " in memory at the same time , concept acquisition is rapid . As for repetition , it does not appear to be necessary when ...
Stranica 141
... described are , “ at last , ” the kind with which formal instruction most typically concerns itself , and this is probably the case . Moreover , the two types of learning to be discussed here extend to the uppermost limits of human ...
... described are , “ at last , ” the kind with which formal instruction most typically concerns itself , and this is probably the case . Moreover , the two types of learning to be discussed here extend to the uppermost limits of human ...
Stranica 206
... described in previous chapters , translated into practical procedures for each particular content objective . They are composed of techniques for ensuring the conditions of contiguity , reinforcement , and repetition necessary for the ...
... described in previous chapters , translated into practical procedures for each particular content objective . They are composed of techniques for ensuring the conditions of contiguity , reinforcement , and repetition necessary for the ...
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