The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 85.
Stranica 70
... stimulus and the " test " stimulus grows less . DISCRIMINATION • If the connection acquired to a signaling stimulus is somewhat imprecise , as the phenomenon of stimulus generalization implies , its precision may nevertheless be ...
... stimulus and the " test " stimulus grows less . DISCRIMINATION • If the connection acquired to a signaling stimulus is somewhat imprecise , as the phenomenon of stimulus generalization implies , its precision may nevertheless be ...
Stranica 71
... stimulus - response learning , a colored block may become for a child a thing - to - be - picked - up . It is difficult indeed to find an example of human STIMULUS - RESPONSE LEARNING ( TYPE 2 ) 71 Stimulus-Response Learning (Type.
... stimulus - response learning , a colored block may become for a child a thing - to - be - picked - up . It is difficult indeed to find an example of human STIMULUS - RESPONSE LEARNING ( TYPE 2 ) 71 Stimulus-Response Learning (Type.
Stranica 77
... stimulus - response learning becomes primarily a matter of arranging conditions for the desired stimulus discrimination to occur most readily . Anything that is done to make the selection of a correct stimulus sample easier than it ...
... stimulus - response learning becomes primarily a matter of arranging conditions for the desired stimulus discrimination to occur most readily . Anything that is done to make the selection of a correct stimulus sample easier than it ...
Sadržaj
Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 9
Ostala izdanja - Prikaži sve
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