The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 46.
Stranica 152
... Later , he learns the principle which defines a line segment , namely , that part of a line which consists of two points and the set of points between ( IIIa ) . Then , he learns to identify and draw a ray , the set of points formed by ...
... Later , he learns the principle which defines a line segment , namely , that part of a line which consists of two points and the set of points between ( IIIa ) . Then , he learns to identify and draw a ray , the set of points formed by ...
Stranica 177
... later diffi- culties with more complex forms of learning . • PHASE 5 : CONCEPT LEARNING Alike and different are two concepts that are essential to later learning in mathematics , as they are for most other subjects of the curriculum ...
... later diffi- culties with more complex forms of learning . • PHASE 5 : CONCEPT LEARNING Alike and different are two concepts that are essential to later learning in mathematics , as they are for most other subjects of the curriculum ...
Stranica 197
... later stage ) , but rather to develop what Fries ( 1963 ) calls " rapid recognition responses " to printed letters . Actually , it may be argued that the particular kinds of responses he learns to the letters are unimportant ; and many ...
... later stage ) , but rather to develop what Fries ( 1963 ) calls " rapid recognition responses " to printed letters . Actually , it may be argued that the particular kinds of responses he learns to the letters are unimportant ; and many ...
Sadržaj
Preface | 3 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 8
Ostala izdanja - Prikaži sve
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