The Conditions of Learning |
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Stranica 45
Increasing the number to be learned does not change the basic nature of the learning process , but it highlights the effects of another process - forgetting Many an American boy undertakes to learn to identify by name all the new models ...
Increasing the number to be learned does not change the basic nature of the learning process , but it highlights the effects of another process - forgetting Many an American boy undertakes to learn to identify by name all the new models ...
Stranica 150
Identify and draw tho Intersection of lines or parts of lines taken two at a time , as more than one point Ild . Identity and draw the separation of a plane by a simple closed curve IIIa . Identify and draw a line segment IIIb .
Identify and draw tho Intersection of lines or parts of lines taken two at a time , as more than one point Ild . Identity and draw the separation of a plane by a simple closed curve IIIa . Identify and draw a line segment IIIb .
Stranica 184
( Using them as concepts means simply that he be able to identify them , not describe or define them . ) For members of an entire class of closed figures , he should be able to choose the ones that are rectangular , identify the sides ...
( Using them as concepts means simply that he be able to identify them , not describe or define them . ) For members of an entire class of closed figures , he should be able to choose the ones that are rectangular , identify the sides ...
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Preface | 3 |
Nova | 31 |
3 Basic FORMS OF LEARNING | 62 |
Autorska prava | |
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Uobičajeni izrazi i fraze
able achievement acquired activity adult appears asked assessment associates become behavior called chain changes chapter child communication complex concepts connection considered correct course decisions depend described designed determined directions discrimination discussion educational effective English established evident example expected external fact function given human identify important individual instruction involved kind knowledge language later learner learning Limited lines matter means measurement method mode motivation multiple nature necessary needs objects observed occur oral particular performance perhaps possible prerequisite present previously previously learned principles printed probably problem problem solving question reading reason recall represent response result sense sequence signal simple situation sounds specific statement stimulus stimulus situation structure student studies teacher teaching things thinking tion topic transfer variety verbal York