The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 25.
Stranica 22
... the conditions that produce them obviously has some definite impli- cations for education and educational practices . Some of these may be immediately evident to the reader as he becomes 22 Introduction Educational Implications.
... the conditions that produce them obviously has some definite impli- cations for education and educational practices . Some of these may be immediately evident to the reader as he becomes 22 Introduction Educational Implications.
Stranica 109
... evident from the discussion of concepts in the next chapter . SOME EDUCATIONAL IMPLICATIONS It is apparent from our discussion of verbal chaining that representative human performances can easily be found in every- day life , both in ...
... evident from the discussion of concepts in the next chapter . SOME EDUCATIONAL IMPLICATIONS It is apparent from our discussion of verbal chaining that representative human performances can easily be found in every- day life , both in ...
Stranica 208
... evident that they must want to place themselves in the environment where such instruction occurs in order to be able to be affected by it . Young children sometimes have rather weak motivation to attend school , preferring the familiar ...
... evident that they must want to place themselves in the environment where such instruction occurs in order to be able to be affected by it . Young children sometimes have rather weak motivation to attend school , preferring the familiar ...
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