The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 27
... knowledge generalization ( or knowledge transfer ) , which is to be contrasted to the initial learning of knowledge . Knowledge transfer is frequently emphasized as a purpose of education . It is said that education should be concerned ...
... knowledge generalization ( or knowledge transfer ) , which is to be contrasted to the initial learning of knowledge . Knowledge transfer is frequently emphasized as a purpose of education . It is said that education should be concerned ...
Stranica 256
... knowledge he has ac- quired and to make his own applications to new situations and problems . Some authors ( for example , Bruner , 1961 ) have sug- gested that individuals can learn strategies of knowledge applica- tion and transfer by ...
... knowledge he has ac- quired and to make his own applications to new situations and problems . Some authors ( for example , Bruner , 1961 ) have sug- gested that individuals can learn strategies of knowledge applica- tion and transfer by ...
Stranica 265
... knowledge of the learning psychologist . 5. THE STRUCTURE OF KNOWLEDGE TO BE LEARNED⚫ De- termining learning structures has been a specialized function , in which the teacher has played a minor role , for a number of years ...
... knowledge of the learning psychologist . 5. THE STRUCTURE OF KNOWLEDGE TO BE LEARNED⚫ De- termining learning structures has been a specialized function , in which the teacher has played a minor role , for a number of years ...
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