The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 182
... present , because there is room for doubt that present - day curricula in science in the elementary grades are de- signed to provide all these capabilities . Some of them may have been acquired in studying mathematics , to be sure . But ...
... present , because there is room for doubt that present - day curricula in science in the elementary grades are de- signed to provide all these capabilities . Some of them may have been acquired in studying mathematics , to be sure . But ...
Stranica 254
... Present stimuli in a manner that emphasizes distinctiveness . Repetition may be needed to reduce interference among individual connections . Confirm correct re- sponses . 5. Concept learning : Present a suitable variety of stimuli to ...
... Present stimuli in a manner that emphasizes distinctiveness . Repetition may be needed to reduce interference among individual connections . Confirm correct re- sponses . 5. Concept learning : Present a suitable variety of stimuli to ...
Stranica 280
... present events as stimulus situations , rather than simply the objects that participate in these events . The advantage of moving pictures in performing this function is that they enor- mously extend the range of stimulus situations ...
... present events as stimulus situations , rather than simply the objects that participate in these events . The advantage of moving pictures in performing this function is that they enor- mously extend the range of stimulus situations ...
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Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
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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