The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 99
... effective coding might be give → donate → donner . Many other mediating links are possible . 3. It is difficult to separate the phenomena of learning single associates from those of multiple associates . The typical paired - as ...
... effective coding might be give → donate → donner . Many other mediating links are possible . 3. It is difficult to separate the phenomena of learning single associates from those of multiple associates . The typical paired - as ...
Stranica 257
... effective than individual solv- ing of the same problem ( Lorge et al . , 1955 ) . It seems reasonable to suppose that the group problem solving which can occur in a discussion class provides the same kinds of opportunities and ex ...
... effective than individual solv- ing of the same problem ( Lorge et al . , 1955 ) . It seems reasonable to suppose that the group problem solving which can occur in a discussion class provides the same kinds of opportunities and ex ...
Stranica 293
... effective even in the early grades . High school students have presumably acquired enough self - study capabilities so that reading a chapter of history , or a short story , may accomplish the required learning . 2. Practice in a ...
... effective even in the early grades . High school students have presumably acquired enough self - study capabilities so that reading a chapter of history , or a short story , may accomplish the required learning . 2. Practice in a ...
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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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