The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 39.
Stranica 106
... recall TIN ( as a later part of the chain ) , and the recall of TIN will to some extent be made less likely . Similarly , having learned TIN , it will be available in memory when CAT , RED , or SIT are being recalled , and this in turn ...
... recall TIN ( as a later part of the chain ) , and the recall of TIN will to some extent be made less likely . Similarly , having learned TIN , it will be available in memory when CAT , RED , or SIT are being recalled , and this in turn ...
Stranica 222
... RECALL OF PREVIOUSLY LEARNED ENTITIES . Verbal directions may tell the learner to recall something he has learned previously . When a chain is being acquired , recall of the links may be stimulated in the proper sequence by verbal means ...
... RECALL OF PREVIOUSLY LEARNED ENTITIES . Verbal directions may tell the learner to recall something he has learned previously . When a chain is being acquired , recall of the links may be stimulated in the proper sequence by verbal means ...
Stranica 228
... recall of previously learned concepts . Feedback provided . 5. Learning of a principle by discovery ; for some students , this may be recall . Feedback provided . 6. Verbal directions to inform the learner of the expected outcome of ...
... recall of previously learned concepts . Feedback provided . 5. Learning of a principle by discovery ; for some students , this may be recall . Feedback provided . 6. Verbal directions to inform the learner of the expected outcome of ...
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