The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 50
... variety of stimulus situations must be presented in- corporating the conceptual property to be learned , in order that this property can become discriminated in its internally represented form . 3. Because of the necessity for this ...
... variety of stimulus situations must be presented in- corporating the conceptual property to be learned , in order that this property can become discriminated in its internally represented form . 3. Because of the necessity for this ...
Stranica 200
... variety of examples needed to establish the possessive meaning of the concept of . Connective con- cepts like but , however , moreover , and so on , are similarly estab- lished by being encountered in a suitable variety of reading con ...
... variety of examples needed to establish the possessive meaning of the concept of . Connective con- cepts like but , however , moreover , and so on , are similarly estab- lished by being encountered in a suitable variety of reading con ...
Stranica 235
... variety of stimulus situations to which the student is encouraged to generalize his knowledge . The more varied these can be made , the more useful will the learned capability become . At lower educational levels , this variety may be ...
... variety of stimulus situations to which the student is encouraged to generalize his knowledge . The more varied these can be made , the more useful will the learned capability become . At lower educational levels , this variety may be ...
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Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
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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