The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 56.
Stranica 81
... particular tone became an essential part of the stimulus situa- tion controlling the key - pecking response . A similar result could have been obtained , presumably , with almost any other stimulus , whether tone , light , or whatever ...
... particular tone became an essential part of the stimulus situa- tion controlling the key - pecking response . A similar result could have been obtained , presumably , with almost any other stimulus , whether tone , light , or whatever ...
Stranica 206
... particular content objective . They are composed of techniques for ensuring the conditions of contiguity , reinforcement , and repetition necessary for the acquisi- tion of particular capabilities by the learner . They include also the ...
... particular content objective . They are composed of techniques for ensuring the conditions of contiguity , reinforcement , and repetition necessary for the acquisi- tion of particular capabilities by the learner . They include also the ...
Stranica 211
... particular learn- ing session or topic is completed . The young student of science may be told , for example , that the learning of certain principles will enable him to predict the size of a plant , or to express its rate of growth in ...
... particular learn- ing session or topic is completed . The young student of science may be told , for example , that the learning of certain principles will enable him to predict the size of a plant , or to express its rate of growth in ...
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