The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 34
... signal . If the " whoa " comes after the painful stimulus by a fraction of a second , it cannot be come a signal ; if it comes too many seconds before the painful stimulus , it also fails to produce the desired learning . The number of ...
... signal . If the " whoa " comes after the painful stimulus by a fraction of a second , it cannot be come a signal ; if it comes too many seconds before the painful stimulus , it also fails to produce the desired learning . The number of ...
Stranica 65
... signal learning taking place much more rapidly than this , depending particularly on the strength of the unconditioned stimulus . Signal - response connections have been ... signals and responses . Variations SIGNAL LEARNING ( TYPE 1 ) 65.
... signal learning taking place much more rapidly than this , depending particularly on the strength of the unconditioned stimulus . Signal - response connections have been ... signals and responses . Variations SIGNAL LEARNING ( TYPE 1 ) 65.
Stranica 67
... Signal learning then begins by the presentation of , say , a tone signal followed about half a second later by the shock , evok- ing the change in skin resistance . These events are repeated at suitable intervals , and the presence of ...
... Signal learning then begins by the presentation of , say , a tone signal followed about half a second later by the shock , evok- ing the change in skin resistance . These events are repeated at suitable intervals , and the presence 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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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