The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 44
... reason to be- lieve that these require any different conditions for learning . The optimal conditions may , however , be more difficult to achieve . For example , Ss → R learning must be established , both for the stimu- lus member GUK ...
... reason to be- lieve that these require any different conditions for learning . The optimal conditions may , however , be more difficult to achieve . For example , Ss → R learning must be established , both for the stimu- lus member GUK ...
Stranica 72
... reason for this is not far to seek : it is simply that human beings rapidly acquire a background of prerequisite learning which enters into the subsequent acquisition of these more complex varieties . No doubt this is the primary reason ...
... reason for this is not far to seek : it is simply that human beings rapidly acquire a background of prerequisite learning which enters into the subsequent acquisition of these more complex varieties . No doubt this is the primary reason ...
Stranica 257
... reason why group problem solving is found to be more effective than individual solv- ing of the same problem ( Lorge et al . , 1955 ) . It seems reasonable to suppose that the group problem solving which can occur in a discussion class ...
... reason why group problem solving is found to be more effective than individual solv- ing of the same problem ( Lorge et al . , 1955 ) . It seems reasonable to suppose that the group problem solving which can occur in a discussion class ...
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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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