The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 135
... described earlier in this section . When all the specific instances on which the con- cept depends are " lively " in memory at the same time , concept acquisition is rapid . As for repetition , it does not appear to be necessary when ...
... described earlier in this section . When all the specific instances on which the con- cept depends are " lively " in memory at the same time , concept acquisition is rapid . As for repetition , it does not appear to be necessary when ...
Stranica 172
... described in terms of an observable type of human performance . As previously pointed out , a successful act of learning is inferred from the fact that the individual can now do something he could not do before . The content of the ...
... described in terms of an observable type of human performance . As previously pointed out , a successful act of learning is inferred from the fact that the individual can now do something he could not do before . The content of the ...
Stranica 206
... described in previous chapters , translated into practical procedures for each particular content objective . They are composed of techniques for ensuring the conditions of contiguity , reinforcement , and repetition necessary for the ...
... described in previous chapters , translated into practical procedures for each particular content objective . They are composed of techniques for ensuring the conditions of contiguity , reinforcement , and repetition necessary for the ...
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