The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 191
... language . · PHASE 1 : STIMULUS - RESPONSE LEARNING One of the inter- esting features of foreign language learning is that it must begin with the simplest type of learning , stimulus - response learning . In other words , the student ...
... language . · PHASE 1 : STIMULUS - RESPONSE LEARNING One of the inter- esting features of foreign language learning is that it must begin with the simplest type of learning , stimulus - response learning . In other words , the student ...
Stranica 193
... language follows much the same course as it does in the native language . Initially , the concept intended by a new foreign word may be most readily conveyed by an English " equivalent . " For many nouns and verbs , particularly , this ...
... language follows much the same course as it does in the native language . Initially , the concept intended by a new foreign word may be most readily conveyed by an English " equivalent . " For many nouns and verbs , particularly , this ...
Stranica 196
... language . This is particularly true in the early stages of education , in which the youngster learns to use the language in communicating and in reading . For the sake of brevity , the following discussion of Eng- lish language ...
... language . This is particularly true in the early stages of education , in which the youngster learns to use the language in communicating and in reading . For the sake of brevity , the following discussion of Eng- lish language ...
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