The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 12
... considered unnecessary by Thorndike . THE CONDITIONED RESPONSE I. P. Pavlov ( 1927 ) found that when a signal such as a buzzer was sounded at the time food was shown to a hungry dog , and this set of events was repeated several times ...
... considered unnecessary by Thorndike . THE CONDITIONED RESPONSE I. P. Pavlov ( 1927 ) found that when a signal such as a buzzer was sounded at the time food was shown to a hungry dog , and this set of events was repeated several times ...
Stranica 18
... considered a problem of understanding the association . To the British associationists , the association of interest was between sense impressions and ideas , or between simple and complex ideas . Following James and Dewey , Watson ...
... considered a problem of understanding the association . To the British associationists , the association of interest was between sense impressions and ideas , or between simple and complex ideas . Following James and Dewey , Watson ...
Stranica 43
... considered correct ( whether or not he sounds like a native Frenchman ) . 3. A " coding connection " must also be available , that is , must previously have been learned , if the chain is to be established with ease . In this case , the ...
... considered correct ( whether or not he sounds like a native Frenchman ) . 3. A " coding connection " must also be available , that is , must previously have been learned , if the chain is to be established with ease . In this case , the ...
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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