The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 66
... evidence that signal learning is an all - or - nothing occurrence . Rather , the connection appears to increase in strength ( or de- pendability of occurrence ) as the repetitions of paired stimuli in- crease in number . Thus the ...
... evidence that signal learning is an all - or - nothing occurrence . Rather , the connection appears to increase in strength ( or de- pendability of occurrence ) as the repetitions of paired stimuli in- crease in number . Thus the ...
Stranica 101
... evidence from experiments goes ( Miller , 1956 ; Jensen , 1962 ) , it appears that a chain of about seven links ( plus or minus two ) represents the limit of what can be learned as a VERBAL LINK PICTORIAL LINK ZZZZZ terre earth dormir ...
... evidence from experiments goes ( Miller , 1956 ; Jensen , 1962 ) , it appears that a chain of about seven links ( plus or minus two ) represents the limit of what can be learned as a VERBAL LINK PICTORIAL LINK ZZZZZ terre earth dormir ...
Stranica 251
... evidence at present as to how well this task of extemporaneous de- sign is done . The comparative achievements of students or classes provide no answer to this question , since such achievement is affected by several other factors in ...
... evidence at present as to how well this task of extemporaneous de- sign is done . The comparative achievements of students or classes provide no answer to this question , since such achievement is affected by several other factors in ...
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