The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 73.
Stranica 138
... means , or “ the next one , " or " double , " or " like " and " unlike . " As a basis for his reading and writing , he probably has not yet learned to con- ceptualize word sounds as printed letter combinations . He may not be able to ...
... means , or “ the next one , " or " double , " or " like " and " unlike . " As a basis for his reading and writing , he probably has not yet learned to con- ceptualize word sounds as printed letter combinations . He may not be able to ...
Stranica 213
... means of keeping the student interested . A means must be found of keeping up his motivation to continue the learning task until it is finished . · ACHIEVEMENT OF SUBTASKS It is perhaps not surprising to find additional usefulness for ...
... means of keeping the student interested . A means must be found of keeping up his motivation to continue the learning task until it is finished . · ACHIEVEMENT OF SUBTASKS It is perhaps not surprising to find additional usefulness for ...
Stranica 275
... means , and some self - instructional programs do this quite effec- tively . 6. Inducing transfer of knowledge . The questions that initiate this process can be presented orally . If students have learned the principles of distribution ...
... means , and some self - instructional programs do this quite effec- tively . 6. Inducing transfer of knowledge . The questions that initiate this process can be presented orally . If students have learned the principles of distribution ...
Sadržaj
Preface | 3 |
3 BASIC FORMS OF LEARNING | 62 |
MOTOR AND VERBAL | 87 |
Autorska prava | |
Broj ostalih dijelova koji nisu prikazani: 7
Ostala izdanja - Prikaži sve
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