The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 66
... simple to describe and rather readily controlled . Besides the eyeblink used in our example , conditioned responses have been established for many varieties of behavior in the human being , including saliva- tion , changes in skin ...
... simple to describe and rather readily controlled . Besides the eyeblink used in our example , conditioned responses have been established for many varieties of behavior in the human being , including saliva- tion , changes in skin ...
Stranica 150
... simple closed curve IIIa . Identify and draw a line segment III . Identify and draw a ray IIIC . Identify and draw separation of a line by a point into two half lines III . Identify and draw a simple closed curve IVa . Identify and draw ...
... simple closed curve IIIa . Identify and draw a line segment III . Identify and draw a ray IIIC . Identify and draw separation of a line by a point into two half lines III . Identify and draw a simple closed curve IVa . Identify and draw ...
Stranica 225
... SIMPLE FORMS OF LEARNING . According to a considerable body of evidence ( Kimble , 1961 , pp . 140-156 ) , feedback from the execution of desired responses in stimulus - response learning needs to occur within a few seconds if learning ...
... SIMPLE FORMS OF LEARNING . According to a considerable body of evidence ( Kimble , 1961 , pp . 140-156 ) , feedback from the execution of desired responses in stimulus - response learning needs to occur within a few seconds if learning ...
Sadržaj
Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
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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