The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 220
... directions . DIRECTING ATTENTION • Obviously , one function for verbal directions is to direct attention to the object or characteristic that is to become the stimulus in a learned connection . With the simpler forms of learning , it is ...
... directions . DIRECTING ATTENTION • Obviously , one function for verbal directions is to direct attention to the object or characteristic that is to become the stimulus in a learned connection . With the simpler forms of learning , it is ...
Stranica 224
... directions that tell the learner what to do . Several different functions can be distinguished for the latter directions : 1. They may direct the learner's attention to stimuli . ( “ Look here ! " ) 2. They give the learner information ...
... directions that tell the learner what to do . Several different functions can be distinguished for the latter directions : 1. They may direct the learner's attention to stimuli . ( “ Look here ! " ) 2. They give the learner information ...
Stranica 228
... directions to focus atten- tion . 4. Verbal directions to stimulate recall of previously learned concepts . Feedback provided . 5. Learning of a principle by discovery ; for some students , this may be recall . Feedback provided . 6 ...
... directions to focus atten- tion . 4. Verbal directions to stimulate recall of previously learned concepts . Feedback provided . 5. Learning of a principle by discovery ; for some students , this may be recall . Feedback provided . 6 ...
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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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