The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 25
... particular content needs to be studiously avoided , since it is valid for only the very earliest years of life . A student is ready to learn something new when he has mastered the prerequisites ; that is , when he has acquired the ...
... particular content needs to be studiously avoided , since it is valid for only the very earliest years of life . A student is ready to learn something new when he has mastered the prerequisites ; that is , when he has acquired the ...
Stranica 81
... particular tone became an essential part of the stimulus situa- tion controlling the key - pecking response . A similar result could have been obtained , presumably , with almost any other stimulus , whether tone , light , or whatever ...
... particular tone became an essential part of the stimulus situa- tion controlling the key - pecking response . A similar result could have been obtained , presumably , with almost any other stimulus , whether tone , light , or whatever ...
Stranica 106
... particular link . Most investigators of verbal sequence learning believe , there- fore , that interference is the major influence causing the differences in rate of learning shown in Figure 7. Fifteen items in a chain take longer to ...
... particular link . Most investigators of verbal sequence learning believe , there- fore , that interference is the major influence causing the differences in rate of learning shown in Figure 7. Fifteen items in a chain take longer to ...
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