The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 231
... transfer , since it refers to a kind of generalizing that spreads over a broad set of situations at roughly the same " level of complexity . " The second kind of use for learned capabilities lies ... TRANSFER 231 The Conditions of Transfer.
... transfer , since it refers to a kind of generalizing that spreads over a broad set of situations at roughly the same " level of complexity . " The second kind of use for learned capabilities lies ... TRANSFER 231 The Conditions of Transfer.
Stranica 233
... TRANSFER Vertical transfer is observed when a capability to be learned is acquired more rapidly when it has been preceded by previous learning of subordinate capabilities . Many examples of this sort of event have been implied by the ...
... TRANSFER Vertical transfer is observed when a capability to be learned is acquired more rapidly when it has been preceded by previous learning of subordinate capabilities . Many examples of this sort of event have been implied by the ...
Stranica 234
... transfer can be stated as follows : ensure that relevant subordinate capabilities have been thoroughly learned before calling on vertical transfer to aid the learning of " advanced " capabilities ... transfer is 234 Learning and Transfer.
... transfer can be stated as follows : ensure that relevant subordinate capabilities have been thoroughly learned before calling on vertical transfer to aid the learning of " advanced " capabilities ... transfer is 234 Learning and Transfer.
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Preface | 3 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
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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