The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 55.
Stranica 60
... require that the individual have previously learned stimulus - response connec- tions available to him , so that ... require as prerequisites : Concepts ( type 6 ) , which require as prerequisites : Multiple discriminations ( type 5 ) ...
... require that the individual have previously learned stimulus - response connec- tions available to him , so that ... require as prerequisites : Concepts ( type 6 ) , which require as prerequisites : Multiple discriminations ( type 5 ) ...
Stranica 77
... require more repetitions of the situation in order for the correct set of stimuli to be selected . If a learning task puts its emphasis on external stimuli , rather than on proprioceptive ones , the same principle of ease of dis ...
... require more repetitions of the situation in order for the correct set of stimuli to be selected . If a learning task puts its emphasis on external stimuli , rather than on proprioceptive ones , the same principle of ease of dis ...
Stranica 222
... require reinstatement of the concepts subordinate to principles , rather than simply recognition of them . Thus in the learning of such a principle as that involved in “ identifying and drawing the separation of a plane by a simple ...
... require reinstatement of the concepts subordinate to principles , rather than simply recognition of them . Thus in the learning of such a principle as that involved in “ identifying and drawing the separation of a plane by a simple ...
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