The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 81
... motor skills , is as good as it is because they are relatively isolated acts having few activities to exhibit interference with them , in contrast with verbal associations , which have many . However , it is true that when single Ss ...
... motor skills , is as good as it is because they are relatively isolated acts having few activities to exhibit interference with them , in contrast with verbal associations , which have many . However , it is true that when single Ss ...
Stranica 96
... Motor sequences of the sort described tend to be retained well for long ... skills must be learned . Buttoning , fastening , tying , using a pencil ... skills are also acquired as chains in the early years of the individual's life . may ...
... Motor sequences of the sort described tend to be retained well for long ... skills must be learned . Buttoning , fastening , tying , using a pencil ... skills are also acquired as chains in the early years of the individual's life . may ...
Stranica 97
... motor skills and procedures are basic to competence as a scholar and even to wholeness as an adjustable adult person . Motor skills , common or uncommon , are an essential part of the process of self - fulfillment , whether they be a ...
... motor skills and procedures are basic to competence as a scholar and even to wholeness as an adjustable adult person . Motor skills , common or uncommon , are an essential part of the process of self - fulfillment , whether they be a ...
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