The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 25
... matter of specifying with some care what may be called the learning structure of any subject to be acquired . In order to deter- mine what comes before what , the subject must be analyzed in terms of the types of learning involved in it ...
... matter of specifying with some care what may be called the learning structure of any subject to be acquired . In order to deter- mine what comes before what , the subject must be analyzed in terms of the types of learning involved in it ...
Stranica 131
... matter of " telling him " what the concept is . Thus it may be seen that the learning of a concept is not necessarily a verbal matter , since concepts can be learned otherwise by animals as well as by human beings . But using verbal ...
... matter of " telling him " what the concept is . Thus it may be seen that the learning of a concept is not necessarily a verbal matter , since concepts can be learned otherwise by animals as well as by human beings . But using verbal ...
Stranica 174
... matter categories " is that they tend to engender a belief in their reality apart from their component human competencies . Thus there may be a tendency toward the false belief that " English " as a content for learning is something ...
... matter categories " is that they tend to engender a belief in their reality apart from their component human competencies . Thus there may be a tendency toward the false belief that " English " as a content for learning is something ...
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