The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 114
... discriminations is obviously an undertaking of great importance in everyday life and in school learning . The young child must learn at a very early age to ... Multiple Discrimination ; Concept Learning Multiple-Discrimination Learning (Type.
... discriminations is obviously an undertaking of great importance in everyday life and in school learning . The young child must learn at a very early age to ... Multiple Discrimination ; Concept Learning Multiple-Discrimination Learning (Type.
Stranica 120
... discriminations have been fully established , retention is no longer affected by interference within the set . It may be , of course , and undoubtedly is , affected by interference from other ... Multiple Discrimination ; Concept Learning.
... discriminations have been fully established , retention is no longer affected by interference within the set . It may be , of course , and undoubtedly is , affected by interference from other ... Multiple Discrimination ; Concept Learning.
Stranica 125
... DISCRIMINATION⚫ Generalization tendencies among the stimuli of each chain create the necessity for discrimination ( Ss → R ) learning of each link of each chain . When such learning is com- pleted as a prerequisite to multiple - ...
... DISCRIMINATION⚫ Generalization tendencies among the stimuli of each chain create the necessity for discrimination ( Ss → R ) learning of each link of each chain . When such learning is com- pleted as a prerequisite to multiple - ...
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