The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 44
... instance of learning is carefully distinguished and insulated from other instances that may tend to occur at the same time , or from other instances of a similar sort occurring at different times in the same individual . But we also ...
... instance of learning is carefully distinguished and insulated from other instances that may tend to occur at the same time , or from other instances of a similar sort occurring at different times in the same individual . But we also ...
Stranica 124
... instances , multiple dis- crimination is required of a set of chains that may have been ( and preferably are ) previously learned as individual entities . And in all these instances there are strong tendencies toward inter- ference ...
... instances , multiple dis- crimination is required of a set of chains that may have been ( and preferably are ) previously learned as individual entities . And in all these instances there are strong tendencies toward inter- ference ...
Stranica 135
... instances need to be presented contiguously , and their names recalled just prior to the presenta- tion of the " new " instance . The absence of contiguity may well be the factor mainly responsible for the slowness of concept learn- ing ...
... instances need to be presented contiguously , and their names recalled just prior to the presenta- tion of the " new " instance . The absence of contiguity may well be the factor mainly responsible for the slowness of concept learn- ing ...
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