The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 29.
Stranica 91
... sounds buzzer sounds → approach pan .. obtain food pellet . Human beings learning a finger maze typically make use of additional external cues , such as self - generated verbal in- structions ( “ First right , then left , then left ...
... sounds buzzer sounds → approach pan .. obtain food pellet . Human beings learning a finger maze typically make use of additional external cues , such as self - generated verbal in- structions ( “ First right , then left , then left ...
Stranica 197
... sounds are quite arbitrary , illogical , and essentially meaningless . This sets the stage for a conflict in views about reading instruction that has persisted for many years . On the one hand , the child " knows " a fairly large number ...
... sounds are quite arbitrary , illogical , and essentially meaningless . This sets the stage for a conflict in views about reading instruction that has persisted for many years . On the one hand , the child " knows " a fairly large number ...
Stranica 198
... sounds like . In either case , what is being learned is a verbal chain that associates the stimulus of the printed word through a typical set of connections with the saying of the word . The previous learning of whole words in oral form ...
... sounds like . In either case , what is being learned is a verbal chain that associates the stimulus of the printed word through a typical set of connections with the saying of the word . The previous learning of whole words in oral form ...
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