The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 56
... steps " followed in the thinking does not answer this question . These steps are the intermediate re- sponses made by the learner , that is , they are the outcomes of his thinking . But they provide few clues as to the nature of the com ...
... steps " followed in the thinking does not answer this question . These steps are the intermediate re- sponses made by the learner , that is , they are the outcomes of his thinking . But they provide few clues as to the nature of the com ...
Stranica 157
... steps , thus acquiring a rather lengthy verbal chain . But the intention here is to illustrate the instance in which he is not instructed by display of the steps themselves ( either in a text or on a blackboard ) . Rather , he is simply ...
... steps , thus acquiring a rather lengthy verbal chain . But the intention here is to illustrate the instance in which he is not instructed by display of the steps themselves ( either in a text or on a blackboard ) . Rather , he is simply ...
Stranica 230
... steps in reasoning that make pos- sible the checking of the inference . The analysis of instruction for this exercise is given in Table 1 . This table makes it clear that each step in the instructional process can be accounted for in ...
... steps in reasoning that make pos- sible the checking of the inference . The analysis of instruction for this exercise is given in Table 1 . This table makes it clear that each step in the instructional process can be accounted for in ...
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