The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 51
... distinguished from the concept learning that may be observed most clearly in the child . LEARNING TYPE 7 : PRINCIPLE LEARNING As an approach is made to a description of the kind of learn- ing that can be identified as most broadly ...
... distinguished from the concept learning that may be observed most clearly in the child . LEARNING TYPE 7 : PRINCIPLE LEARNING As an approach is made to a description of the kind of learn- ing that can be identified as most broadly ...
Stranica 59
... distinguished from the mere verbal sequence " If A , then B , " which , of course , may also be learned as type 4 . TYPE 8 : PROBLEM SOLVING⚫ Problem solving is a kind of learning that requires the internal events usually called ...
... distinguished from the mere verbal sequence " If A , then B , " which , of course , may also be learned as type 4 . TYPE 8 : PROBLEM SOLVING⚫ Problem solving is a kind of learning that requires the internal events usually called ...
Stranica 182
... distinguished from blue ones and green ones ; bright objects from dull ones ; rounded objects from angular ones . Loud sounds are to be distinguished from soft ones ; high sounds from low ones ; brief sounds from extended ones . Heavy ...
... distinguished from blue ones and green ones ; bright objects from dull ones ; rounded objects from angular ones . Loud sounds are to be distinguished from soft ones ; high sounds from low ones ; brief sounds from extended ones . Heavy ...
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