The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 47.
Stranica 106
... later trying to recall TIN ( as a later part of the chain ) , and the recall of TIN will to some extent be made less likely . Similarly , having learned TIN , it will be available in memory when CAT , RED , or SIT are being recalled ...
... later trying to recall TIN ( as a later part of the chain ) , and the recall of TIN will to some extent be made less likely . Similarly , having learned TIN , it will be available in memory when CAT , RED , or SIT are being recalled ...
Stranica 184
... later . For example , a later principle will be the relationship be- tween length and area of a rectangular figure . To learn such a principle , however , the child must already be able to use the concepts length and area and ...
... later . For example , a later principle will be the relationship be- tween length and area of a rectangular figure . To learn such a principle , however , the child must already be able to use the concepts length and area and ...
Stranica 196
... Later study of English concerns itself increasingly , as would be expected , with higher - order principles of writing and apprecia- tion of literature . These can be undertaken successfully only after the individual has thoroughly ...
... Later study of English concerns itself increasingly , as would be expected , with higher - order principles of writing and apprecia- tion of literature . These can be undertaken successfully only after the individual has thoroughly ...
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