The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 135
... specific verbal chains . If these are successfully done , one may conclude that a new concept has been learned . 4. The condition of reinforcement is present in the concept- learning situation . The learner's response of " edge " to the ...
... specific verbal chains . If these are successfully done , one may conclude that a new concept has been learned . 4. The condition of reinforcement is present in the concept- learning situation . The learner's response of " edge " to the ...
Stranica 136
... specific stimuli . This kind of learning , then , is obviously of tremendous im- portance for most kinds of ... specific instances of the class that have not been used in learning . Otherwise , it is not a concept , but merely a ...
... specific stimuli . This kind of learning , then , is obviously of tremendous im- portance for most kinds of ... specific instances of the class that have not been used in learning . Otherwise , it is not a concept , but merely a ...
Stranica 209
... specific kind of resolve by means of which the student could say to himself , " I must learn this , " and learning would then follow . But if there is this kind of specific motivation , it does not appear to be very effective . A number ...
... specific kind of resolve by means of which the student could say to himself , " I must learn this , " and learning would then follow . But if there is this kind of specific motivation , it does not appear to be very effective . A number ...
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