The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 93
... method illustrated by the example previously given , using verbal instructions as " prompts . " It is evident that both these methods work . Whether or not one is more effective than the other , in some or all circumstances , is a ...
... method illustrated by the example previously given , using verbal instructions as " prompts . " It is evident that both these methods work . Whether or not one is more effective than the other , in some or all circumstances , is a ...
Stranica 104
... methods may be employed to do this , the two most com- mon being presenting the entire chain to be read from left to right , or presenting the units in the chain one after another . This latter method has been extensively used in ...
... methods may be employed to do this , the two most com- mon being presenting the entire chain to be read from left to right , or presenting the units in the chain one after another . This latter method has been extensively used in ...
Stranica 168
... method of learning principles , as we have seen , may lead to individual capabilities that are highly effective from the standpoint of generalizability , applicability , and retention . In other words , this method of learning may ...
... method of learning principles , as we have seen , may lead to individual capabilities that are highly effective from the standpoint of generalizability , applicability , and retention . In other words , this method of learning may ...
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