The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 65
... shown to occur in a single trial when the signal accompanies a stimulus arousing a strong emotion . This was the case , for example , when the child Albert learned to fear a rabbit when a sudden loud sound ( pro- duced by striking a ...
... shown to occur in a single trial when the signal accompanies a stimulus arousing a strong emotion . This was the case , for example , when the child Albert learned to fear a rabbit when a sudden loud sound ( pro- duced by striking a ...
Stranica 106
... shown in Figure 7. Fifteen items in a chain take longer to learn than 5 , and 50 take longer than 15 , because of the increased amount of interference in each case . In a 15 - item chain , each link becomes harder to remember because of ...
... shown in Figure 7. Fifteen items in a chain take longer to learn than 5 , and 50 take longer than 15 , because of the increased amount of interference in each case . In a 15 - item chain , each link becomes harder to remember because of ...
Stranica 151
... shown , two or more concepts may be prerequisite to ( and in this sense sub- ordinate to ) the learning of a single principle . Similarly , two or more principles may be prerequisite to the learning of a superordi- nate principle . Once ...
... shown , two or more concepts may be prerequisite to ( and in this sense sub- ordinate to ) the learning of a single principle . Similarly , two or more principles may be prerequisite to the learning of a superordi- nate principle . Once ...
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