The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 43
... individual must " know what a match is . " 2. Another Ss → R connection must have been learned that enables the individual to associate the key syllable lum with the response " alumette . " In other words , response differentiation ...
... individual must " know what a match is . " 2. Another Ss → R connection must have been learned that enables the individual to associate the key syllable lum with the response " alumette . " In other words , response differentiation ...
Stranica 136
... individual from control by specific stimuli . This kind of learning , then , is obviously of tremendous im- portance for most kinds of intellectual activity engaged in by the human individual . He reads in terms of concepts , he ...
... individual from control by specific stimuli . This kind of learning , then , is obviously of tremendous im- portance for most kinds of intellectual activity engaged in by the human individual . He reads in terms of concepts , he ...
Stranica 232
... individual was able to do the same thing ) . In the case of this kind of transfer , the question of how much appears to be a matter of how broadly the individual can gen- eralize what he has learned to new situations . Presumably ...
... individual was able to do the same thing ) . In the case of this kind of transfer , the question of how much appears to be a matter of how broadly the individual can gen- eralize what he has learned to new situations . Presumably ...
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