The Conditions of Learning |
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Stranica 51
In some experimental studies , the second type of event has been identified as concept learning , whereas it might better be called concept generalizing or concept using , and distinguished from the concept learning that may be observed ...
In some experimental studies , the second type of event has been identified as concept learning , whereas it might better be called concept generalizing or concept using , and distinguished from the concept learning that may be observed ...
Stranica 59
However , it must be carefully 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 ...
However , it must be carefully 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 ...
Stranica 182
Yellow objects need to be 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 ...
Yellow objects need to be 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 ...
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Preface | 2 |
5 MULTIPLE DISCRIMINATION CONCEPT LEARNING | 113 |
6 THE LEARNING OF PRINCIPLES PROBLEM SOLVING | 141 |
Autorska prava | |
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Uobičajeni izrazi i fraze
able achievement acquired adult animals appears asked assessment associates become begin behavior called changes chapter child communication complex concepts connection considered correct course depend described designed directions discrimination discussion distinguished educational effective English established evidence example expected external fact function given human identify important individual instruction interference involved kind knowledge language later learner learning limited lines matter means measurement motivation multiple discriminations nature necessary objects observed occur oral particular performance perhaps possible prerequisite present previously previously learned principles printed probably problem problem solving question reading reason recall reinforcement repetition represent response result sense sequence signal simple single situation sounds specific statement stimulus stimulus situation student task teacher things thinking tion topic transfer variety verbal verbal chains York