The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 43
... Probably , the code we have depicted here would serve adequately for a large portion of the adult population . 4. The chain must be " reeled off " in a sequence , so that each Ss → R is contiguous in time with the next ; in other words ...
... Probably , the code we have depicted here would serve adequately for a large portion of the adult population . 4. The chain must be " reeled off " in a sequence , so that each Ss → R is contiguous in time with the next ; in other words ...
Stranica 130
... probably , the former is the case . At any rate , the instructor will probably wish to make a more reliable determination that concept learning has really happened , by asking the student to respond to one or two additional examples ...
... probably , the former is the case . At any rate , the instructor will probably wish to make a more reliable determination that concept learning has really happened , by asking the student to respond to one or two additional examples ...
Stranica 132
... probably also be acquired ; the individual must learn to distinguish muscle tissue from other forms , and of course to distinguish striated from smooth and heart muscle . Once these have been mastered , the basic instructional ...
... probably also be acquired ; the individual must learn to distinguish muscle tissue from other forms , and of course to distinguish striated from smooth and heart muscle . Once these have been mastered , the basic instructional ...
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Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
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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