The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 91
... fact that chains , under optimal conditions , are easy to learn . The learn- ing of mazes appeared to be a gradual process primarily because animals were spending their time learning to discriminate the links that composed them ( type 2 ...
... fact that chains , under optimal conditions , are easy to learn . The learn- ing of mazes appeared to be a gradual process primarily because animals were spending their time learning to discriminate the links that composed them ( type 2 ...
Stranica 219
... fact that such statements are English sentences which is their essential characteristic , but the fact that they contain verbal stimuli arousing concepts in close contiguity with each other . The principle con- cerning water , for ...
... fact that such statements are English sentences which is their essential characteristic , but the fact that they contain verbal stimuli arousing concepts in close contiguity with each other . The principle con- cerning water , for ...
Stranica 289
... fact learn the material assigned prior to the class meeting , within certain reasonable time limits . The recitation itself provides few clues as to the reasons why the required learning may be easy or difficult . Here is another situa ...
... fact learn the material assigned prior to the class meeting , within certain reasonable time limits . The recitation itself provides few clues as to the reasons why the required learning may be easy or difficult . Here is another situa ...
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Preface | 3 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
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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