The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 18
... represent a variety of kinds of learning . It has not been found possible to “ reduce ” one variety to another , although many attempts have been made . In addition , there are many instances of learning that these proto- types ...
... represent a variety of kinds of learning . It has not been found possible to “ reduce ” one variety to another , although many attempts have been made . In addition , there are many instances of learning that these proto- types ...
Stranica 72
... represent stimulus - response learning in relatively pure form . Many instances that seem at first glance to be suitable examples of this class turn out on closer inspection to represent the somewhat more complex forms of chaining or ...
... represent stimulus - response learning in relatively pure form . Many instances that seem at first glance to be suitable examples of this class turn out on closer inspection to represent the somewhat more complex forms of chaining or ...
Stranica 141
... represent some ultimate goals of a formal schooling process , it would be mistaken to believe that these goals . can be reached by simply ignoring all other forms of learning , or by pushing the latter into a kind of trash can of ...
... represent some ultimate goals of a formal schooling process , it would be mistaken to believe that these goals . can be reached by simply ignoring all other forms of learning , or by pushing the latter into a kind of trash can of ...
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