The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 97
... chains are non- verbal , although , to be sure , their learning may be facilitated by verbal cues . They cannot therefore be considered to constitute a central part of the school curriculum . But it would obviously be a mistake to call ...
... chains are non- verbal , although , to be sure , their learning may be facilitated by verbal cues . They cannot therefore be considered to constitute a central part of the school curriculum . But it would obviously be a mistake to call ...
Stranica 100
... chain . Another may think of a battered hat that needs fixing , by calling up a visual image to serve as a mediating link . The effectiveness of visual images as mediating links for verbal associates has long been known , and forms a ...
... chain . Another may think of a battered hat that needs fixing , by calling up a visual image to serve as a mediating link . The effectiveness of visual images as mediating links for verbal associates has long been known , and forms a ...
Stranica 108
... chains ? The finding was that as the second set became more completely learned , increasing numbers of the first set ... verbal chains , is a matter of interference , and this in turn is more usefully conceived as extinction . When a ...
... chains ? The finding was that as the second set became more completely learned , increasing numbers of the first set ... verbal chains , is a matter of interference , and this in turn is more usefully conceived as extinction . When a ...
Sadržaj
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