The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 82.
Stranica 168
... individual capabilities that are highly effective from the standpoint of generalizability , applicability , and retention . In other words , this method of learning may generate a solid basis of knowledge in the individual . Furthermore ...
... individual capabilities that are highly effective from the standpoint of generalizability , applicability , and retention . In other words , this method of learning may generate a solid basis of knowledge in the individual . Furthermore ...
Stranica 232
... individual was able to do the same thing ) . In the case of this kind of transfer , the question of how much appears to be a matter of how broadly the individual can gen- eralize what he has learned to new situations . Presumably ...
... individual was able to do the same thing ) . In the case of this kind of transfer , the question of how much appears to be a matter of how broadly the individual can gen- eralize what he has learned to new situations . Presumably ...
Stranica 252
... individual learner . But this is an un- convincing argument . First of all , it may be seriously doubted that the typical classroom is a place where the task of designing learn- ing conditions for each individual student can possibly be ...
... individual learner . But this is an un- convincing argument . First of all , it may be seriously doubted that the typical classroom is a place where the task of designing learn- ing conditions for each individual student can possibly be ...
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