The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica
... theory , the book says little about it . If the outlines of a theory are identifiable , surely the latter must consist of the idea that complex forms of learning require simpler forms of behavior as prerequisites . As a generalization ...
... theory , the book says little about it . If the outlines of a theory are identifiable , surely the latter must consist of the idea that complex forms of learning require simpler forms of behavior as prerequisites . As a generalization ...
Stranica 57
... THEORY Eight different classes of situation in which human beings learn have been distinguished - eight sets of conditions under which changes in capabilities of the human learner are brought ... THEORY 57 Learning Types and Learning Theory.
... THEORY Eight different classes of situation in which human beings learn have been distinguished - eight sets of conditions under which changes in capabilities of the human learner are brought ... THEORY 57 Learning Types and Learning Theory.
Stranica 305
... theory and behavior . New York : Wiley , 1960 ( a ) . [ 34 , 35 , 37 , 60 , 61 , 85 , 86 ] MOWRER , O. H. Learning theory and the symbolic processes . New York : Wiley , 1960 ( b ) . [ 59 , 61 , 171 ] MURDOCK , B. B. , JR . The ...
... theory and behavior . New York : Wiley , 1960 ( a ) . [ 34 , 35 , 37 , 60 , 61 , 85 , 86 ] MOWRER , O. H. Learning theory and the symbolic processes . New York : Wiley , 1960 ( b ) . [ 59 , 61 , 171 ] MURDOCK , B. B. , JR . The ...
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Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
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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