The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 51
... distinguished from the concept learning that may be observed most clearly in the child . LEARNING TYPE 7 : PRINCIPLE LEARNING As an approach is made to a description of the kind of learn - ` ing that can be identified as most broadly ...
... distinguished from the concept learning that may be observed most clearly in the child . LEARNING TYPE 7 : PRINCIPLE LEARNING As an approach is made to a description of the kind of learn - ` ing that can be identified as most broadly ...
Stranica 59
... distinguished from the mere verbal sequence " If A , then B , " which , of course , may also be learned as type 4 . • TYPE 8 : PROBLEM SOLVING Problem solving is a kind of learning that requires the internal events usually called ...
... distinguished from the mere verbal sequence " If A , then B , " which , of course , may also be learned as type 4 . • TYPE 8 : PROBLEM SOLVING Problem solving is a kind of learning that requires the internal events usually called ...
Stranica 183
... distinguished ( see Figure 14 ) . The events of body movements are also to be distinguished : near and far , up and down , right and left , large and small . It is probably a mistake to suppose that all these discrimina- tions will have ...
... distinguished ( see Figure 14 ) . The events of body movements are also to be distinguished : near and far , up and down , right and left , large and small . It is probably a mistake to suppose that all these discrimina- tions will have ...
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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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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