The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 49
... response from any incorrect response . This representational s → r may be spoken out loud as an overt verbal response " middle , " or it may not be . In any case it functions as a word does . The in- dividual must have a name for what ...
... response from any incorrect response . This representational s → r may be spoken out loud as an overt verbal response " middle , " or it may not be . In any case it functions as a word does . The in- dividual must have a name for what ...
Stranica 58
... response to a signal . This is the classical condi- tioned response of Pavlov ( 1927 ) . TYPE 2 : STIMULUS - RESPONSE LEARNING . The learner ac- quires a precise response to a discriminated stimulus . What is learned is a connection ...
... response to a signal . This is the classical condi- tioned response of Pavlov ( 1927 ) . TYPE 2 : STIMULUS - RESPONSE LEARNING . The learner ac- quires a precise response to a discriminated stimulus . What is learned is a connection ...
Stranica 71
... response learning , a colored block may become for a child a thing - to - be - picked - up . It is difficult indeed to find an example of human STIMULUS - RESPONSE LEARNING ( TYPE 2 ) 71 Stimulus-Response Learning (Type.
... response learning , a colored block may become for a child a thing - to - be - picked - up . It is difficult indeed to find an example of human STIMULUS - RESPONSE LEARNING ( TYPE 2 ) 71 Stimulus-Response Learning (Type.
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