The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 51
... necessary for concept learning in the child . By means of verbal chaining , an adult can acquire a new concept ( at least a fairly adequate one ) in a single trial . Second , the example emphasizes the difference between the genuine ...
... necessary for concept learning in the child . By means of verbal chaining , an adult can acquire a new concept ( at least a fairly adequate one ) in a single trial . Second , the example emphasizes the difference between the genuine ...
Stranica 75
... necessary for Ss → R learning . As before , it is necessary to take into account those conditions within the learner , and those in the learning situation . CONDITIONS WITHIN THE LEARNER⚫ First of all , it is evident that there must ...
... necessary for Ss → R learning . As before , it is necessary to take into account those conditions within the learner , and those in the learning situation . CONDITIONS WITHIN THE LEARNER⚫ First of all , it is evident that there must ...
Stranica 217
... necessary when single Ss → R's are being linked into chains . In this case , however , the primary purpose is not to establish the individual links , but to connect these links in a proper sequence . The stimulation for each following ...
... necessary when single Ss → R's are being linked into chains . In this case , however , the primary purpose is not to establish the individual links , but to connect these links in a proper sequence . The stimulation for each following ...
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