The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 197
... letters to printed stimuli . If the letters have different sounds , as do the vowels , he must learn these ; if they have single sounds , as do many of the consonants , these may be learned even more readily . However , it needs to be ...
... letters to printed stimuli . If the letters have different sounds , as do the vowels , he must learn these ; if they have single sounds , as do many of the consonants , these may be learned even more readily . However , it needs to be ...
Stranica 198
... letters and to distinguish them correctly , he may be able to put together chains like măn ( in a sense , to " discover " ) the word " man " ; if he has not , someone must first tell him what the printed word " man " sounds like . In ...
... letters and to distinguish them correctly , he may be able to put together chains like măn ( in a sense , to " discover " ) the word " man " ; if he has not , someone must first tell him what the printed word " man " sounds like . In ...
Stranica 200
... letters by sound . These are typically not included in the " word method " of reading instruction . With such a method , the capability called “ recognition Principles : Organization of paragraphs and larger units Principles : 200 ...
... letters by sound . These are typically not included in the " word method " of reading instruction . With such a method , the capability called “ recognition Principles : Organization of paragraphs and larger units Principles : 200 ...
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