The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica
... evident that the point of view adopted for the purposes of this book is not one of interpreting the findings of learning studies . Quite the re- verse is true , for I have instead asked the question , What are the dimensions of learning ...
... evident that the point of view adopted for the purposes of this book is not one of interpreting the findings of learning studies . Quite the re- verse is true , for I have instead asked the question , What are the dimensions of learning ...
Stranica 57
... evident that the solution is arrived at " suddenly , " in a " flash of insight . " Repetition has little to do with it . Nor is repetition a very powerful factor in the prevention of interference , or forgetting , as is the case with ...
... evident that the solution is arrived at " suddenly , " in a " flash of insight . " Repetition has little to do with it . Nor is repetition a very powerful factor in the prevention of interference , or forgetting , as is the case with ...
Stranica 208
... evident that they must want to place themselves in the environment where such instruction occurs in order to be able to be affected by it . Young children sometimes have rather weak motivation to attend school , preferring the familiar ...
... evident that they must want to place themselves in the environment where such instruction occurs in order to be able to be affected by it . Young children sometimes have rather weak motivation to attend school , preferring the familiar ...
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