The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 68.
Stranica 88
... sequence something like this : S ( “ Start the engine ” ) → R ( looking forward and to the rear ) . . . S ( sight of clear road ) → R ( testing for gear in neutral ) neutral ) → R ( turning key to activate starter ) motor catching ...
... sequence something like this : S ( “ Start the engine ” ) → R ( looking forward and to the rear ) . . . S ( sight of clear road ) → R ( testing for gear in neutral ) neutral ) → R ( turning key to activate starter ) motor catching ...
Stranica 106
... sequence learning believe , there- fore , that interference is the major influence causing the differences in rate ... sequence . In other words , even in a short verbal sequence , a large amount of interference occurs among the units of ...
... sequence learning believe , there- fore , that interference is the major influence causing the differences in rate ... sequence . In other words , even in a short verbal sequence , a large amount of interference occurs among the units of ...
Stranica 107
... sequence will be recalled in this position better than most other items in the sequence . An example of an unusual unit in a 5 - unit sequence is as follows : PAL BOY CAT 8 SIR . This factor of distinc- tiveness may also partially ...
... sequence will be recalled in this position better than most other items in the sequence . An example of an unusual unit in a 5 - unit sequence is as follows : PAL BOY CAT 8 SIR . This factor of distinc- tiveness may also partially ...
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