The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 32.
Stranica 35
... signals have been accompanied by painful or frightening stimulation . Presumably , pleasant emotions may also be involved in signal learning . The sight of the mother's face may become a learned signal to the infant for various ...
... signals have been accompanied by painful or frightening stimulation . Presumably , pleasant emotions may also be involved in signal learning . The sight of the mother's face may become a learned signal to the infant for various ...
Stranica 65
... signal learning taking place much more rapidly than this , depending particularly on the strength of the unconditioned stimulus . Signal - response connections have been shown to ... signals and responses . SIGNAL LEARNING ( TYPE 1 ) 65.
... signal learning taking place much more rapidly than this , depending particularly on the strength of the unconditioned stimulus . Signal - response connections have been shown to ... signals and responses . SIGNAL LEARNING ( TYPE 1 ) 65.
Stranica 67
... Signal learning then begins by the presentation of , say , a tone signal followed about half a second later by the shock , evok- ing the change in skin resistance . These events are repeated at suitable intervals , and the presence of ...
... Signal learning then begins by the presentation of , say , a tone signal followed about half a second later by the shock , evok- ing the change in skin resistance . These events are repeated at suitable intervals , and the presence 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