The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 9
... important for an understanding of the varieties of learning , as discussed in subsequent chapters , to become ac- quainted with these prototypes of learning and the situations in which they have typically been observed . THE ...
... important for an understanding of the varieties of learning , as discussed in subsequent chapters , to become ac- quainted with these prototypes of learning and the situations in which they have typically been observed . THE ...
Stranica 111
... important for students to have in expressing their ideas in oral form , whether in simple conversation , in informal ... important for the writer to seek to avoid exces- sive use of such phrases , even though they form an important part ...
... important for students to have in expressing their ideas in oral form , whether in simple conversation , in informal ... important for the writer to seek to avoid exces- sive use of such phrases , even though they form an important part ...
Stranica 271
... important point is that for a given function , certain means of interacting with the learner are quite ineffective ... importance by considering his function of stimulus gen- eration along with that of inanimate systems . Naturally ...
... important point is that for a given function , certain means of interacting with the learner are quite ineffective ... importance by considering his function of stimulus gen- eration along with that of inanimate systems . Naturally ...
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