The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 75
... behavior , that is , the kind of behavior it exhibits that is not learned . Figure 4 , for example , compares the behavior of one of Thorndike's cats in problem box D , which could be opened by pulling on a string hanging to the right ...
... behavior , that is , the kind of behavior it exhibits that is not learned . Figure 4 , for example , compares the behavior of one of Thorndike's cats in problem box D , which could be opened by pulling on a string hanging to the right ...
Stranica 86
... behavior . New York : Wiley , 1960 . Pavlov , I. P. Conditioned reflexes . ( Transl . by G. V. Anrep . ) London : Oxford University Press , 1927. ( Also in paper- back ; New York : Dover . ) Stimulus Response Learning ( Type 2 ) Keller ...
... behavior . New York : Wiley , 1960 . Pavlov , I. P. Conditioned reflexes . ( Transl . by G. V. Anrep . ) London : Oxford University Press , 1927. ( Also in paper- back ; New York : Dover . ) Stimulus Response Learning ( Type 2 ) Keller ...
Stranica 307
... behavior . New York : Mac- millan , 1953 . [ 86 ] SKINNER , B. F. Verbal behavior . New York : Appleton - Century- Crofts , 1957. [ 112 ] [ 64 ] SPENCE , K. W. Behavior theory and conditioning . New Haven , Conn .: Yale University Press ...
... behavior . New York : Mac- millan , 1953 . [ 86 ] SKINNER , B. F. Verbal behavior . New York : Appleton - Century- Crofts , 1957. [ 112 ] [ 64 ] SPENCE , K. W. Behavior theory and conditioning . New Haven , Conn .: Yale University Press ...
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Preface | 3 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
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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