The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 208
... motivation to attend school , preferring the familiar environ- ment of home and mother . Such lack of motivation is often a con- cern of the kindergarten teacher , as it is to parents . Usually , social motives of conformity to group ...
... motivation to attend school , preferring the familiar environ- ment of home and mother . Such lack of motivation is often a con- cern of the kindergarten teacher , as it is to parents . Usually , social motives of conformity to group ...
Stranica 209
... motivation that may be called a " resolve to learn . ” Some discussions of the problems of motivation speak of “ motivation to learn " as if this were a specific kind of resolve by means of which the student could say to himself , " I ...
... motivation that may be called a " resolve to learn . ” Some discussions of the problems of motivation speak of “ motivation to learn " as if this were a specific kind of resolve by means of which the student could say to himself , " I ...
Stranica 210
... MOTIVATION TO ACHIEVE One of the most powerful and effective motives that can be called into play in setting the stage for learning is motivation for achievement . The simple acts learned by a young child seem to be very largely ...
... MOTIVATION TO ACHIEVE One of the most powerful and effective motives that can be called into play in setting the stage for learning is motivation for achievement . The simple acts learned by a young child seem to be very largely ...
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