The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 82.
Stranica 36
... kind of learning is distinguishable from signal learning in terms of its outcome . The response acquired by this means is a fairly precise , circumscribed , skeletal muscular act , far different from the generalized emotional responding ...
... kind of learning is distinguishable from signal learning in terms of its outcome . The response acquired by this means is a fairly precise , circumscribed , skeletal muscular act , far different from the generalized emotional responding ...
Stranica 126
... kind of learning seems just the opposite of the first kind . But it is more than that because it incorporates the first kind as one of its preconditions . This latter type of learning , which makes it possible for the individual to ...
... kind of learning seems just the opposite of the first kind . But it is more than that because it incorporates the first kind as one of its preconditions . This latter type of learning , which makes it possible for the individual to ...
Stranica 209
... kind of motivation that may be called a " resolve to learn . " Some discussions of the problems of motivation speak of " motivation to learn " as if this were a specific kind of resolve by means of which the student could say to himself ...
... kind of motivation that may be called a " resolve to learn . " Some discussions of the problems of motivation speak of " motivation to learn " as if this were a specific kind of resolve by means of which the student could say to himself ...
Sadržaj
Preface | 3 |
3 BASIC FORMS OF LEARNING | 62 |
MOTOR AND VERBAL | 87 |
Autorska prava | |
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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