The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 60
... prerequisites . The conditions for chaining , for example , require that the individual have previously learned ... prerequisites : Principles ( type 7 ) , which require as prerequisites : Concepts ( type 6 ) , which require as ...
... prerequisites . The conditions for chaining , for example , require that the individual have previously learned ... prerequisites : Principles ( type 7 ) , which require as prerequisites : Concepts ( type 6 ) , which require as ...
Stranica 153
... prerequisite principles : If a student could demon- strate his knowledge of Principle Ia , did this mean he also knew IIa , IIb , and IIc ; if he could not show knowledge of Ia , did this mean he did not know one or more of the ...
... prerequisite principles : If a student could demon- strate his knowledge of Principle Ia , did this mean he also knew IIa , IIb , and IIc ; if he could not show knowledge of Ia , did this mean he did not know one or more of the ...
Stranica 245
... prerequisites for the learning . Each of these subtopics in turn may be subjected to the same process of analysis , until one has arrived at performances that the students are known to possess , at which point the analysis stops . Each ...
... prerequisites for the learning . Each of these subtopics in turn may be subjected to the same process of analysis , until one has arrived at performances that the students are known to possess , at which point the analysis stops . Each ...
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