The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 130
... situations need to be used to establish precise dis- criminations of edge from other stimuli that are not edge ? There appears to be no known answer to this question . But it is important to conduct the discrimination learning within ...
... situations need to be used to establish precise dis- criminations of edge from other stimuli that are not edge ? There appears to be no known answer to this question . But it is important to conduct the discrimination learning within ...
Stranica 135
... situations that have not played a part in the learning itself . He can immediately and with- out hesitation identify an edge to a roof , a cliff , an automobile fender , a lampshade , or any of a great variety of situations . ( Of ...
... situations that have not played a part in the learning itself . He can immediately and with- out hesitation identify an edge to a roof , a cliff , an automobile fender , a lampshade , or any of a great variety of situations . ( Of ...
Stranica 232
... situations . Presumably , there are limits to this breadth of generalization , which vary with dif- ferent individuals . One could perhaps think of a whole range of situations of potential applicability of the cosine relationship that ...
... situations . Presumably , there are limits to this breadth of generalization , which vary with dif- ferent individuals . One could perhaps think of a whole range of situations of potential applicability of the cosine relationship that ...
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