The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 273
... communication , the words merely " stand for " things that may be directly observed . This is the fundamental reason ... COMMUNICATION BY THE TEACHER There are many situations for which oral communication by a teacher can provide all the ...
... communication , the words merely " stand for " things that may be directly observed . This is the fundamental reason ... COMMUNICATION BY THE TEACHER There are many situations for which oral communication by a teacher can provide all the ...
Stranica 274
... communication for presenting stimuli . The science teacher would feel grossly handicapped if he had to depend solely on oral communication to describe wave motion . The description of a town meeting may not be as satisfactory a stimulus ...
... communication for presenting stimuli . The science teacher would feel grossly handicapped if he had to depend solely on oral communication to describe wave motion . The description of a town meeting may not be as satisfactory a stimulus ...
Stranica 283
... communication are limited in usefulness for presenting stimuli . This is true because they can present only verbal stimuli , whereas actual objects and pictures are frequently needed . The action of a pendulum , for example , can surely ...
... communication are limited in usefulness for presenting stimuli . This is true because they can present only verbal stimuli , whereas actual objects and pictures are frequently needed . The action of a pendulum , for example , can surely ...
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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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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