The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 19
... represent the domain of learning as a whole , or at least in large part . Somehow , they came to be placed in opposition to each other : either all learning was insight or all learning was conditioned response . Such controversies have ...
... represent the domain of learning as a whole , or at least in large part . Somehow , they came to be placed in opposition to each other : either all learning was insight or all learning was conditioned response . Such controversies have ...
Stranica 141
... represent some ultimate goals of a formal schooling process , it would be mistaken to believe that these goals can be reached by simply ignoring all other forms of learning , or by pushing the latter into a kind of trash can of ...
... represent some ultimate goals of a formal schooling process , it would be mistaken to believe that these goals can be reached by simply ignoring all other forms of learning , or by pushing the latter into a kind of trash can of ...
Stranica 174
... represent hypotheses about the content and sequence of each subject that have not been verified , although they obviously are capable of verification . Accordingly , they do not represent anything like a final answer to the problem of ...
... represent hypotheses about the content and sequence of each subject that have not been verified , although they obviously are capable of verification . Accordingly , they do not represent anything like a final answer to the problem 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