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 | |
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able achievement acquired adult Animal intelligence animals assessment basic behavior capabilities chapter child concept learning conditioned responses conditions of learning connection course cues described discrimination learning discussion doll educational effective English established example external extinction feedback forms of learning Gagné higher-order principle human important individual inference interference kind of learning knowledge language learner learning conditions learning situation learning structure LEARNING TYPE mathematics means motivation multiple discriminations multiple-discrimination learning National Education Association objects occur oral communication performance possible prerequisite present previously learned principle learning printed problem solving proprioceptive Psychol quired recall reinforcement repetition represent sense signal learning simple specific statement stimulus situation stimulus-response learning student teacher tion topic transfer Transfer of learning type of learning unconditioned stimulus varieties of learning verbal associates verbal behavior verbal chains verbal instructions verbal sequences words York