The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 118
... task that is not a particularly difficult one . Initially , each chain is produced by " prompting " ; that is , the instructor may say " cheese " and then " fromage , " or perhaps expose both words together in printed form . For each ...
... task that is not a particularly difficult one . Initially , each chain is produced by " prompting " ; that is , the instructor may say " cheese " and then " fromage , " or perhaps expose both words together in printed form . For each ...
Stranica 119
... TASK 1 : Examples of highly similar figures TASK 2 : Examples of highly dissimilar figures 펌 . ддд & Fig . 8. Examples of figures used to design sets of verbal chains having highly similar stimuli ( task 1 ) , and highly dissimilar ...
... TASK 1 : Examples of highly similar figures TASK 2 : Examples of highly dissimilar figures 펌 . ддд & Fig . 8. Examples of figures used to design sets of verbal chains having highly similar stimuli ( task 1 ) , and highly dissimilar ...
Stranica 133
... task like that illustrated FIRST TASK : large correct SECOND TASK : small correct - black correct white correct Fig . 9. Two examples of discrimination reversal problems learned by children of two different age groups ( four and seven ) ...
... task like that illustrated FIRST TASK : large correct SECOND TASK : small correct - black correct white correct Fig . 9. Two examples of discrimination reversal problems learned by children of two different age groups ( four and seven ) ...
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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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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