The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 93
... method illustrated by the example previously given , using verbal instructions as " prompts . ” It is evident that both these methods work . Whether or not one is more effective than the other , in some or all circumstances , is a ...
... method illustrated by the example previously given , using verbal instructions as " prompts . ” It is evident that both these methods work . Whether or not one is more effective than the other , in some or all circumstances , is a ...
Stranica 104
... methods may be employed to do this , the two most com- mon being presenting the entire chain to be read from left to right , or presenting the units in the chain one after another . This latter method has been extensively used in ...
... methods may be employed to do this , the two most com- mon being presenting the entire chain to be read from left to right , or presenting the units in the chain one after another . This latter method has been extensively used in ...
Stranica 200
... method " of reading instruction . With such a method , the capability called “ recognition Principles : Organization of paragraphs and larger units Principles : 200 Learning and the Content of Instruction.
... method " of reading instruction . With such a method , the capability called “ recognition Principles : Organization of paragraphs and larger units Principles : 200 Learning and the Content of Instruction.
Sadržaj
Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
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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