The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 14
... memory these series of nonsense syllables , he was able to study the effects of such variables as length of series , order of presenta- tion , and many others . Later investigators saw in the nonsense syllable a versatile tool for the ...
... memory these series of nonsense syllables , he was able to study the effects of such variables as length of series , order of presenta- tion , and many others . Later investigators saw in the nonsense syllable a versatile tool for the ...
Stranica 101
... memory span . Chains longer than this must be broken up into parts in order for learning to occur most efficiently . However , it may be noted also that the length of the span of immediate memory increases when the material is familiar ...
... memory span . Chains longer than this must be broken up into parts in order for learning to occur most efficiently . However , it may be noted also that the length of the span of immediate memory increases when the material is familiar ...
Stranica 106
... memory when one is 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 ...
... memory when one is 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 ...
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