The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 47.
Stranica 7
... ( Perhaps he could do certain parts of this performance , but not the whole thing . ) Then a stimulus situation was introduced , which may have included a parent who used verbal communication to get the child to make certain responses ...
... ( Perhaps he could do certain parts of this performance , but not the whole thing . ) Then a stimulus situation was introduced , which may have included a parent who used verbal communication to get the child to make certain responses ...
Stranica 40
... Perhaps he makes the movements of hugging the doll that is not there . But now his mother shows him the doll ; perhaps she also says , " Do you want your doll ? " These events estab- lish a sequence that sets the occasion for learning ...
... Perhaps he makes the movements of hugging the doll that is not there . But now his mother shows him the doll ; perhaps she also says , " Do you want your doll ? " These events estab- lish a sequence that sets the occasion for learning ...
Stranica 84
... perhaps come as close as any human behavior does to being pure cases of stimulus - response learning . THE IMPORTANCE OF BASIC FORMS OF LEARNING These examples of types 1 and 2 learning make it clear that the conditions which bring them ...
... perhaps come as close as any human behavior does to being pure cases of stimulus - response learning . THE IMPORTANCE OF BASIC FORMS OF LEARNING These examples of types 1 and 2 learning make it clear that the conditions which bring them ...
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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