The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 32.
Stranica 56
... thinking . By checking his successive responses against those of this simple chain , each step of the way , the ... thinking does not answer this question . These steps are the intermediate re- sponses made by the learner , that is ...
... thinking . By checking his successive responses against those of this simple chain , each step of the way , the ... thinking does not answer this question . These steps are the intermediate re- sponses made by the learner , that is ...
Stranica 57
... thinking . Included among these are not only the " higher - order " principles we have emphasized here , but also " sets " and " strategies " that serve to determine the direction of thinking and therefore its productiveness . More will ...
... thinking . Included among these are not only the " higher - order " principles we have emphasized here , but also " sets " and " strategies " that serve to determine the direction of thinking and therefore its productiveness . More will ...
Stranica 170
... thinking . Presumably , these " self - instruction principles " are learned much as other principles are . But they do not appear as a part of the problem solution itself ; they simply aid the process of problem solving . In a similar ...
... thinking . Presumably , these " self - instruction principles " are learned much as other principles are . But they do not appear as a part of the problem solution itself ; they simply aid the process of problem solving . In a similar ...
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