The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 23.
Stranica 150
... LINES , AND CURVES Ia . Specify the intersection of a triangle and lines or parts of lines as 0 . 1 , or 2 points Ib . Specify the intersection of a triangle and lines or parts of lines as parts of lines Ic . Specify the intersection of ...
... LINES , AND CURVES Ia . Specify the intersection of a triangle and lines or parts of lines as 0 . 1 , or 2 points Ib . Specify the intersection of a triangle and lines or parts of lines as parts of lines Ic . Specify the intersection of ...
Stranica 152
... lines and parts of lines ( IVb , IIb , IIc ) . Finally , putting together these ideas of a triangle and of intersections , he comes to learn principle Ia , which enables him to state that the intersection of a triangle and lines or parts of ...
... lines and parts of lines ( IVb , IIb , IIc ) . Finally , putting together these ideas of a triangle and of intersections , he comes to learn principle Ia , which enables him to state that the intersection of a triangle and lines or parts of ...
Stranica 246
... lines . One may attempt to teach only the concepts of Line A , but the objective will not be reached , because the individual has never learned to identify the varieties of " stop " in prose that is originally unpunctuated ...
... lines . One may attempt to teach only the concepts of Line A , but the objective will not be reached , because the individual has never learned to identify the varieties of " stop " in prose that is originally unpunctuated ...
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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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