The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 75.
Stranica 111
... able to recall words , phrases , or entire passages of flowing English , and to weave them into their own vocal utterances in highly effective ways . They are able to do this , not simply because they have read these classics of English ...
... able to recall words , phrases , or entire passages of flowing English , and to weave them into their own vocal utterances in highly effective ways . They are able to do this , not simply because they have read these classics of English ...
Stranica 184
... able to use the concepts length and area and rectangular . ( Using them as con- cepts means simply that he be able to identify them , not describe or define them . ) For members of an entire class of closed figures , he should be able ...
... able to use the concepts length and area and rectangular . ( Using them as con- cepts means simply that he be able to identify them , not describe or define them . ) For members of an entire class of closed figures , he should be able ...
Stranica 211
... able to con- struct a novel number system , or to find the lengths of the sides of triangles . The student of English may be told that he will be able to read the " funnies " by himself or , at a later stage , to enjoy the novels of ...
... able to con- struct a novel number system , or to find the lengths of the sides of triangles . The student of English may be told that he will be able to read the " funnies " by himself or , at a later stage , to enjoy the novels of ...
Sadržaj
Preface | 3 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 8
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Uobičajeni izrazi i fraze
able achievement acquired adult animals appears asked assessment associates become begin behavior called changes chapter child communication complex concepts connection considered correct course depend described designed directions discrimination discussion distinguished educational effective English established evidence example expected external fact function given human identify important individual instruction interference involved kind knowledge language later learner learning limited lines mathematics matter means measurement MICHIGAN motivation nature necessary objects observed occur oral particular performance perhaps possible prerequisite present previously previously learned principles printed probably problem problem solving question reading reason recall reinforcement repetition represent response result sense sequence signal simple single situation sounds specific statement stimulus stimulus situation student task teacher things thinking tion topic transfer variety verbal verbal chains York