The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 94
... repetition variable . Pre- sumably , if all other conditions were fully met , repetition would be unnecessary . The chain would tend to form itself on the first occasion . Practically speaking , however , it is difficult to ensure that ...
... repetition variable . Pre- sumably , if all other conditions were fully met , repetition would be unnecessary . The chain would tend to form itself on the first occasion . Practically speaking , however , it is difficult to ensure that ...
Stranica 107
... repetition . Its effects are seen in Figure 7. The longer the sequence is , the greater the inter- ference , and the more repetition is needed for adequate recall . How does repetition operate in bringing about improved recall of an ...
... repetition . Its effects are seen in Figure 7. The longer the sequence is , the greater the inter- ference , and the more repetition is needed for adequate recall . How does repetition operate in bringing about improved recall of an ...
Stranica 122
... repetition . Under such circum- stances , the amount of repetition required will increase with the number of chains to be discriminated . 3. The arrangement of repetition to accomplish learning of the entire set of discriminations best ...
... repetition . Under such circum- stances , the amount of repetition required will increase with the number of chains to be discriminated . 3. The arrangement of repetition to accomplish learning of the entire set of discriminations best ...
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