The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 67.
Stranica 16
... able to pile boxes one upon another because he has previously learned to do this , although not necessarily in this particular situation . The child is able to identify the triangles as similar because he has previously done this with ...
... able to pile boxes one upon another because he has previously learned to do this , although not necessarily in this particular situation . The child is able to identify the triangles as similar because he has previously done this with ...
Stranica 111
... able to recall words , phrases , or entire passages of flowing English , and to weave them into their own vocal utterances in highly effective ways . They are able to do this , not simply because they have read these classics of English ...
... able to recall words , phrases , or entire passages of flowing English , and to weave them into their own vocal utterances in highly effective ways . They are able to do this , not simply because they have read these classics of English ...
Stranica 184
... able to use the concepts length and area and rectangular . ( Using them as con- cepts means simply that he be able to identify them , not describe or define them . ) For members of an entire class of closed figures , he should be able ...
... able to use the concepts length and area and rectangular . ( Using them as con- cepts means simply that he be able to identify them , not describe or define them . ) For members of an entire class of closed figures , he should be able ...
Sadržaj
Preface | 3 |
3 BASIC FORMS OF LEARNING | 62 |
MOTOR AND VERBAL | 87 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 7
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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