The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 146
... statement , which the learner " holds in mind " during learning , ap- pears to be this : It provides the learner with a means for obtaining immediate reinforcement when he has reached the terminal act . Having this statement for a model ...
... statement , which the learner " holds in mind " during learning , ap- pears to be this : It provides the learner with a means for obtaining immediate reinforcement when he has reached the terminal act . Having this statement for a model ...
Stranica 149
... statement ( recall ) of the previously learned concepts that make up the principle . Step 3 : Use verbal statements ( cues ) that will lead the learner to put the principle together , as a chain of concepts , in the proper order . Step ...
... statement ( recall ) of the previously learned concepts that make up the principle . Step 3 : Use verbal statements ( cues ) that will lead the learner to put the principle together , as a chain of concepts , in the proper order . Step ...
Stranica 242
... statements on the basis of which decisions about learning can be made . The idea that a high school student should " understand probability , " for example , is a good general statement with which many educators and parents might agree ...
... statements on the basis of which decisions about learning can be made . The idea that a high school student should " understand probability , " for example , is a good general statement with which many educators and parents might agree ...
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