The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 11
... later , largely by chance , he makes a set of responses that lead to motive satisfaction . The particular responses that are immediately followed by motive satis- faction ( eating the food , in this case ) become " stronger " in ...
... later , largely by chance , he makes a set of responses that lead to motive satisfaction . The particular responses that are immediately followed by motive satis- faction ( eating the food , in this case ) become " stronger " in ...
Stranica 106
... later trying to recall TIN ( as a later part of the chain ) , and the recall of TIN will to some extent be made less likely . Similarly , having learned TIN , it will be available in memory when CAT , RED , or SIT are being recalled ...
... later trying to recall TIN ( as a later part of the chain ) , and the recall of TIN will to some extent be made less likely . Similarly , having learned TIN , it will be available in memory when CAT , RED , or SIT are being recalled ...
Stranica 152
... Later , he learns the principle which defines a line segment , namely , that part of a line which consists of two points and the set of points between ( IIIa ) . Then , he learns to identify and draw a ray , the set of points formed by ...
... Later , he learns the principle which defines a line segment , namely , that part of a line which consists of two points and the set of points between ( IIIa ) . Then , he learns to identify and draw a ray , the set of points formed by ...
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