The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 18
Robert Mills Gagné. THE SIGNIFICANCE OF LEARNING PROTOTYPES Thus we see that learning in American psychology has usually been considered a problem of understanding the association . To the British associationists , the association of ...
Robert Mills Gagné. THE SIGNIFICANCE OF LEARNING PROTOTYPES Thus we see that learning in American psychology has usually been considered a problem of understanding the association . To the British associationists , the association of ...
Stranica 21
... learning . It is in fact the existence of prior capabilities that is slighted or even ignored by most of the traditional learning prototypes . And it is these prior capabilities that are of crucial importance in drawing distinctions ...
... learning . It is in fact the existence of prior capabilities that is slighted or even ignored by most of the traditional learning prototypes . And it is these prior capabilities that are of crucial importance in drawing distinctions ...
Stranica 26
... learning , the pos- sibilities of additional topics and areas to be explored are im- portant activities of learning management that again demand a great deal of knowledge and broad experience of the sort that may be possessed by a good ...
... learning , the pos- sibilities of additional topics and areas to be explored are im- portant activities of learning management that again demand a great deal of knowledge and broad experience of the sort that may be possessed by a good ...
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Preface | 3 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
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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