The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 34.
Stranica 72
... complex forms of chaining or verbal associa- tion . The reason for this is not far to seek : it is simply that human beings rapidly acquire a background of prerequisite learning which enters into the subsequent acquisition of these more ...
... complex forms of chaining or verbal associa- tion . The reason for this is not far to seek : it is simply that human beings rapidly acquire a background of prerequisite learning which enters into the subsequent acquisition of these more ...
Stranica 142
... complex principles of which adults are capable , first , because he may not have ac- quired all the prerequisite concepts , and , second , because he has perhaps not yet acquired the subtle discriminations that underlie certain complex ...
... complex principles of which adults are capable , first , because he may not have ac- quired all the prerequisite concepts , and , second , because he has perhaps not yet acquired the subtle discriminations that underlie certain complex ...
Stranica 175
... complex learning and the sequence of earlier - later events will be present . The individual learns simpler things first , then more and more complex things ; while all this is happening , he is also grow- ing older . SOME LEARNING ...
... complex learning and the sequence of earlier - later events will be present . The individual learns simpler things first , then more and more complex things ; while all this is happening , he is also grow- ing older . SOME LEARNING ...
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