The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 19
... kinds of learning , each requiring a different set of conditions for its Occurrence . From this naturalistic viewpoint , it will be possible to show that there are eight kinds of learning , not just one or two . The traditional ...
... kinds of learning , each requiring a different set of conditions for its Occurrence . From this naturalistic viewpoint , it will be possible to show that there are eight kinds of learning , not just one or two . The traditional ...
Stranica 51
... kind of learn- ing that can be identified as most broadly applicable to the content of formal education , the job grows somewhat easier . The most diffi- cult kinds of learning to describe are the simplest kinds , perhaps because it is ...
... kind of learn- ing that can be identified as most broadly applicable to the content of formal education , the job grows somewhat easier . The most diffi- cult kinds of learning to describe are the simplest kinds , perhaps because it is ...
Stranica 263
... kinds of objectives need to be distinguished , however , and these lead to the development of two kinds of assessment instruments . First , there is a need to test whether or not each individual student has in fact learned the ...
... kinds of objectives need to be distinguished , however , and these lead to the development of two kinds of assessment instruments . First , there is a need to test whether or not each individual student has in fact learned the ...
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