The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 63
... called the unconditioned reflex , meaning that it is there to begin with , not conditional on any previous learning . Now if a click is sounded about a half second before the puff of air reaches the cornea , we have one of the important ...
... called the unconditioned reflex , meaning that it is there to begin with , not conditional on any previous learning . Now if a click is sounded about a half second before the puff of air reaches the cornea , we have one of the important ...
Stranica 71
... called stimulus - response learning . Thorndike called it trial - and - error learning , but this is probably not a good descriptive name . It is also called operant learning , notably by Skinner ( 1938 ) . Many writers call it ...
... called stimulus - response learning . Thorndike called it trial - and - error learning , but this is probably not a good descriptive name . It is also called operant learning , notably by Skinner ( 1938 ) . Many writers call it ...
Stranica 114
... called multiple discrimination . In the second type , the learner becomes able to respond in a single way to the col- lection as a class , which then extends beyond the particular mem- bers that were originally present . This second ...
... called multiple discrimination . In the second type , the learner becomes able to respond in a single way to the col- lection as a class , which then extends beyond the particular mem- bers that were originally present . This second ...
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