The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 50.
Stranica 14
... single association in a sequence has been shown to be markedly affected by the interference of other associations both within the list and outside it . A great many of the characteristics previously thought to describe the learning of ...
... single association in a sequence has been shown to be markedly affected by the interference of other associations both within the list and outside it . A great many of the characteristics previously thought to describe the learning of ...
Stranica 106
... single word is presented for learning , and the learner is instructed to begin immediately counting back- ward by threes from some given number . This counting activity interferes with retention of the single word to the extent that ...
... single word is presented for learning , and the learner is instructed to begin immediately counting back- ward by threes from some given number . This counting activity interferes with retention of the single word to the extent that ...
Stranica 122
... single chains that constitute the multiple- discrimination task . The more chains there are for the learner to acquire ( and differentiate ) , the greater the amount of repetition needed . 4. Again as in the case of single - chain ...
... single chains that constitute the multiple- discrimination task . The more chains there are for the learner to acquire ( and differentiate ) , the greater the amount of repetition needed . 4. Again as in the case of single - chain ...
Sadržaj
Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 9
Ostala izdanja - Prikaži sve
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