The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 87.
Stranica 136
... concepts , he communicates with concepts , he thinks with concepts . It is not surprising , then , that the " test " for the presence of concepts is itself a matter of ... concepts of 136 Multiple Discrimination ; Concept Learning.
... concepts , he communicates with concepts , he thinks with concepts . It is not surprising , then , that the " test " for the presence of concepts is itself a matter of ... concepts of 136 Multiple Discrimination ; Concept Learning.
Stranica 137
... concepts of events , which generally are represented by verbs , such as go , stay , take , put , raise , lower , sit , accept , deliver , reject . Children acquire these words as concepts , often in a trial - and - error fashion because ...
... concepts of events , which generally are represented by verbs , such as go , stay , take , put , raise , lower , sit , accept , deliver , reject . Children acquire these words as concepts , often in a trial - and - error fashion because ...
Stranica 138
... concepts the typical kindergarten child does not yet have , or what concepts he needs to learn first . The problem is clearly an important one . As the student progresses in school , he continues to acquire concepts all the time . Once ...
... concepts the typical kindergarten child does not yet have , or what concepts he needs to learn first . The problem is clearly an important one . As the student progresses in school , he continues to acquire concepts all the time . Once ...
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