The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 57.
Stranica 27
... knowledge generalization ( or knowledge transfer ) , which is to be contrasted to the initial learning of knowledge . Knowledge transfer is frequently emphasized as a purpose of education . It is said that education should be concerned ...
... knowledge generalization ( or knowledge transfer ) , which is to be contrasted to the initial learning of knowledge . Knowledge transfer is frequently emphasized as a purpose of education . It is said that education should be concerned ...
Stranica 256
... knowledge he has ac- quired and to make his own applications to new situations and problems . Some authors ( for example , Bruner , 1961 ) have sug- gested that individuals can learn strategies of knowledge applica- tion and transfer by ...
... knowledge he has ac- quired and to make his own applications to new situations and problems . Some authors ( for example , Bruner , 1961 ) have sug- gested that individuals can learn strategies of knowledge applica- tion and transfer by ...
Stranica 261
... knowledge transfer depends on differences in the content of pre- vious knowledge they have acquired . In part also , it may depend on some innate differences in intellectual capacity . These differences , whatever their origin , may be ...
... knowledge transfer depends on differences in the content of pre- vious knowledge they have acquired . In part also , it may depend on some innate differences in intellectual capacity . These differences , whatever their origin , may be ...
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