The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 9
... ideas " were learned in the first place . On this latter point , they were generally agreed that acquiring a new idea necessitated ( 1 ) contiguity of the sense impressions or simple ideas that were to be combined to form the new idea ...
... ideas " were learned in the first place . On this latter point , they were generally agreed that acquiring a new idea necessitated ( 1 ) contiguity of the sense impressions or simple ideas that were to be combined to form the new idea ...
Stranica 12
... ideas on learning . Among these are Edwin R. Guthrie ( 1935 ) , Clark L. Hull ( 1943 ) , and B. F. Skinner ( 1938 ) , each of whom has proposed somewhat different interpretations of the basic idea that the association , as observed in ...
... ideas on learning . Among these are Edwin R. Guthrie ( 1935 ) , Clark L. Hull ( 1943 ) , and B. F. Skinner ( 1938 ) , each of whom has proposed somewhat different interpretations of the basic idea that the association , as observed in ...
Stranica 167
... ideas that come from widely separated knowledge systems , a bold use of analogy that transcends what is usually ... idea , this remarkable higher - order principle , the consequences follow that permit the confirmation of the theory ...
... ideas that come from widely separated knowledge systems , a bold use of analogy that transcends what is usually ... idea , this remarkable higher - order principle , the consequences follow that permit the confirmation of the theory ...
Sadržaj
Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
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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