The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 80.
Stranica 8
... learning change is from : Stimulus → ( nothing ) to Stimulus → Response . This basic kind of learned capability is called an ... learning theory , and that will undoubtedly affect future 8 Introduction Learning in American Psychology.
... learning change is from : Stimulus → ( nothing ) to Stimulus → Response . This basic kind of learned capability is called an ... learning theory , and that will undoubtedly affect future 8 Introduction Learning in American Psychology.
Stranica 19
... learning , and thus were consid- ered to represent the domain of learning as a whole , or at least in large part . Somehow , they came to be placed in opposition to each other : either all learning was insight or all learning was ...
... learning , and thus were consid- ered to represent the domain of learning as a whole , or at least in large part . Somehow , they came to be placed in opposition to each other : either all learning was insight or all learning was ...
Stranica 51
... learning ) that becomes a part of the longer chain leading to the correct response . This example of adult concept acquisition is instructive for two reasons . First , it illustrates how verbal instruction can function to remove the ...
... learning ) that becomes a part of the longer chain leading to the correct response . This example of adult concept acquisition is instructive for two reasons . First , it illustrates how verbal instruction can function to remove the ...
Sadržaj
Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 9
Ostala izdanja - Prikaži sve
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