The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 69.
Stranica 183
... objects from rough ones ; sharp objects from dull ones . The taste of sugar is differentiated from the taste of lemon juice ; and the smells of various objects become recognizable . The numerousness of sets of objects is distinguished ...
... objects from rough ones ; sharp objects from dull ones . The taste of sugar is differentiated from the taste of lemon juice ; and the smells of various objects become recognizable . The numerousness of sets of objects is distinguished ...
Stranica 272
... objects that are directly imported into the instructional situation , and photographs or drawn representations ... OBJECTS FOR INSTRUCTION The stimuli for the instruction of the child in his preschool years are primarily the objects in ...
... objects that are directly imported into the instructional situation , and photographs or drawn representations ... OBJECTS FOR INSTRUCTION The stimuli for the instruction of the child in his preschool years are primarily the objects in ...
Stranica 273
Robert Mills Gagné. assuming , of course , that these objects may be people . As empha- sized in Chapter 5 , objects and events are the stimuli from which concepts are derived . Although instruction comes to depend heavily on verbal ...
Robert Mills Gagné. assuming , of course , that these objects may be people . As empha- sized in Chapter 5 , objects and events are the stimuli from which concepts are derived . Although instruction comes to depend heavily on verbal ...
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