The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 36
... kind of learning is distinguishable from signal learning in terms of its outcome . The response acquired by this means is a fairly precise , circumscribed , skeletal muscular act , far different from the generalized emotional responding ...
... kind of learning is distinguishable from signal learning in terms of its outcome . The response acquired by this means is a fairly precise , circumscribed , skeletal muscular act , far different from the generalized emotional responding ...
Stranica 126
... kind of learning seems just the opposite of the first kind . But it is more than that because it incorporates the first kind as one of its preconditions . This latter type of learning , which makes it possible for the individual to ...
... kind of learning seems just the opposite of the first kind . But it is more than that because it incorporates the first kind as one of its preconditions . This latter type of learning , which makes it possible for the individual to ...
Stranica 210
... kind of re- sponse that can be conditioned to a warning signal or to an alarm clock . For the purposes of conducting instruction , however , little can be added to the prescription that alertness must be present in the student . So far ...
... kind of re- sponse that can be conditioned to a warning signal or to an alarm clock . For the purposes of conducting instruction , however , little can be added to the prescription that alertness must be present in the student . So far ...
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