The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 47.
Stranica 27
... knowledge generalization ( or knowledge transfer ) , which is to be contrasted to the initial learning of knowledge . Knowledge transfer is frequently emphasized as a purpose of education . It is said that education should be concerned ...
... knowledge generalization ( or knowledge transfer ) , which is to be contrasted to the initial learning of knowledge . Knowledge transfer is frequently emphasized as a purpose of education . It is said that education should be concerned ...
Stranica 255
... KNOWLEDGE TRANSFER Once knowledge has been acquired , it needs to be put to use . Most statements of educational objectives emphasize the broad applicability of learned capabilities , rather than the immediate and specific objectives of ...
... KNOWLEDGE TRANSFER Once knowledge has been acquired , it needs to be put to use . Most statements of educational objectives emphasize the broad applicability of learned capabilities , rather than the immediate and specific objectives of ...
Stranica 261
... knowledge transfer depends on differences in the content of pre- vious knowledge they have acquired . In part also , it may depend on some innate differences in intellectual capacity . These differences , whatever their origin , may be ...
... knowledge transfer depends on differences in the content of pre- vious knowledge they have acquired . In part also , it may depend on some innate differences in intellectual capacity . These differences , whatever their origin , may be ...
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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