The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 32.
Stranica 44
... reason to be- lieve that these require any different conditions for learning . The optimal conditions may , however , be more difficult to achieve . For example , Ss → R learning must be established , both for the stimu- lus member GUK ...
... reason to be- lieve that these require any different conditions for learning . The optimal conditions may , however , be more difficult to achieve . For example , Ss → R learning must be established , both for the stimu- lus member GUK ...
Stranica 72
... reason for this is not far to seek : it is simply that human beings rapidly acquire a background of prerequisite learning which enters into the subsequent acquisition of these more complex varieties . No doubt this is the primary reason ...
... reason for this is not far to seek : it is simply that human beings rapidly acquire a background of prerequisite learning which enters into the subsequent acquisition of these more complex varieties . No doubt this is the primary reason ...
Stranica 234
... reason for this is that the learning of any particular advanced principle or topic may be approached in various ways , not just in one way . The definition of a limit in mathematics , for example , can be introduced in a manner that is ...
... reason for this is that the learning of any particular advanced principle or topic may be approached in various ways , not just in one way . The definition of a limit in mathematics , for example , can be introduced in a manner that is ...
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