The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 72
... example to the behavior of the very young human infant . Although the amount of systematic experimental evidence is very limited for infant learning , it can nevertheless be assumed with some degree of safety that not much previous ...
... example to the behavior of the very young human infant . Although the amount of systematic experimental evidence is very limited for infant learning , it can nevertheless be assumed with some degree of safety that not much previous ...
Stranica 75
... example , compares the behavior of one of Thorndike's cats in problem box D , which could be opened by pulling on a string hanging to the right of the door , and in box C , which could be opened by turning a " button " from vertical to ...
... example , compares the behavior of one of Thorndike's cats in problem box D , which could be opened by pulling on a string hanging to the right of the door , and in box C , which could be opened by turning a " button " from vertical to ...
Stranica 187
... example , to observations of the growth of a bean plant in a window box , a typical subject for the kind of elementary science instruction currently in vogue ? The growth of plants can readily be employed in the acquisition of the kinds ...
... example , to observations of the growth of a bean plant in a window box , a typical subject for the kind of elementary science instruction currently in vogue ? The growth of plants can readily be employed in the acquisition of the kinds ...
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