The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 82.
Stranica 135
Robert Mills Gagné. stimulus situation belonging to the proper class but to which the learner has not previously responded . Instructions ask , “ What is this ? " to a new stimulus situation including an edge . Alternatively , the ...
Robert Mills Gagné. stimulus situation belonging to the proper class but to which the learner has not previously responded . Instructions ask , “ What is this ? " to a new stimulus situation including an edge . Alternatively , the ...
Stranica 250
... situation itself . First , the conditions of learning need to be determined for each capability to be established . In addition , decisions need to be made about the nature and extent of transfer of learning , or the desired ...
... situation itself . First , the conditions of learning need to be determined for each capability to be established . In addition , decisions need to be made about the nature and extent of transfer of learning , or the desired ...
Stranica 273
... situation as is a display of objects by themselves . In many instances , the events that might otherwise be made to occur by the student's own activity in the laboratory can function to present the needed stimulus situation with equal ...
... situation as is a display of objects by themselves . In many instances , the events that might otherwise be made to occur by the student's own activity in the laboratory can function to present the needed stimulus situation with equal ...
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