The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 182
... sounds from low ones ; brief sounds from extended ones . Heavy objects must be distinguished from light ones 182 Learning and the Content of Instruction.
... sounds from low ones ; brief sounds from extended ones . Heavy objects must be distinguished from light ones 182 Learning and the Content of Instruction.
Stranica 197
... sounds are quite arbitrary , illogical , and essentially meaningless . This sets the stage for a conflict in views about reading instruction that has persisted for many years . On the one hand , the child " knows " a fairly large number ...
... sounds are quite arbitrary , illogical , and essentially meaningless . This sets the stage for a conflict in views about reading instruction that has persisted for many years . On the one hand , the child " knows " a fairly large number ...
Stranica 198
... sounds like . In either case , what is being learned is a verbal chain that associates the stimulus of the printed word through a typical set of connections with the saying of the word . The previous learning of whole words in oral form ...
... sounds like . In either case , what is being learned is a verbal chain that associates the stimulus of the printed word through a typical set of connections with the saying of the word . The previous learning of whole words in oral form ...
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Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
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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