The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 32.
Stranica 56
... thinking . By checking his successive responses against those of this simple chain , each step of the way , the ... thinking does not answer this question . These steps are the intermediate re- sponses made by the learner , that is ...
... thinking . By checking his successive responses against those of this simple chain , each step of the way , the ... thinking does not answer this question . These steps are the intermediate re- sponses made by the learner , that is ...
Stranica 57
... thinking . Included among these are not only the " higher - order " principles we have emphasized here , but also " sets " and " strategies " that serve to determine the direction of thinking and therefore its productiveness . More will ...
... thinking . Included among these are not only the " higher - order " principles we have emphasized here , but also " sets " and " strategies " that serve to determine the direction of thinking and therefore its productiveness . More will ...
Stranica 306
... thinking ? New York : Philosophical Library , 1955. [ 171 ] PAVLOV , I. P. Conditioned reflexes . ( Transl . by G. V. Anrep . ) London : Oxford University Press , 1927. ( Also available in paperback ; New York : Dover . ) [ 12 , 29 , 58 ...
... thinking ? New York : Philosophical Library , 1955. [ 171 ] PAVLOV , I. P. Conditioned reflexes . ( Transl . by G. V. Anrep . ) London : Oxford University Press , 1927. ( Also available in paperback ; New York : Dover . ) [ 12 , 29 , 58 ...
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