The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 3
... determined , whereas the factors that influence learning are chiefly determined by events in the individual's living environment . Once the indi- 3 vidual's genetic stock has been chosen at the moment of Preface 1) INTRODUCTION.
... determined , whereas the factors that influence learning are chiefly determined by events in the individual's living environment . Once the indi- 3 vidual's genetic stock has been chosen at the moment of Preface 1) INTRODUCTION.
Stranica 21
... determining the conditions required for subsequent learning . If one has determined that a child does not have the capability of saying the words " mister " and " Wells , " obviously the conditions of learning represented by a parent ...
... determining the conditions required for subsequent learning . If one has determined that a child does not have the capability of saying the words " mister " and " Wells , " obviously the conditions of learning represented by a parent ...
Stranica 70
... determined by the sensory discrimination capac- ity of the organism doing the learning . The technique of condi- tioning and extinction has often been used to determine the discrimination capacity of animals - the limits of color ...
... determined by the sensory discrimination capac- ity of the organism doing the learning . The technique of condi- tioning and extinction has often been used to determine the discrimination capacity of animals - the limits of color ...
Sadržaj
Preface | 3 |
3 BASIC FORMS OF LEARNING | 62 |
MOTOR AND VERBAL | 87 |
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