The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 115
... chapter . As was there pointed out , a student of a foreign language may be required to learn " translation connections , " the foreign equiva- lents of English words , and the English equivalents of foreign words . Furthermore , the ...
... chapter . As was there pointed out , a student of a foreign language may be required to learn " translation connections , " the foreign equiva- lents of English words , and the English equivalents of foreign words . Furthermore , the ...
Stranica 211
... chapter may begin by saying , " Now we are going to learn about valence , " but such a statement is extremely weak , from the stand- point of human motives . How much better if the chapter can initially inform the student that the ...
... chapter may begin by saying , " Now we are going to learn about valence , " but such a statement is extremely weak , from the stand- point of human motives . How much better if the chapter can initially inform the student that the ...
Stranica 231
... chapter , there are two major ways in which learned capa- bilities can be of use . One is in making it possible for the indi- vidual to execute some performances that are not directly learned but are in some sense similar to those that ...
... chapter , there are two major ways in which learned capa- bilities can be of use . One is in making it possible for the indi- vidual to execute some performances that are not directly learned but are in some sense similar to those that ...
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