The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 49.
Stranica 114
... multiple discrimination . In the second type , the learner becomes able to respond in a single way to the col- lection as a class , which then extends ... Multiple Discrimination ; Concept Learning Multiple-Discrimination Learning (Type.
... multiple discrimination . In the second type , the learner becomes able to respond in a single way to the col- lection as a class , which then extends ... Multiple Discrimination ; Concept Learning Multiple-Discrimination Learning (Type.
Stranica 120
... multiple discrimina- tions are learned , whether they have been difficult or easy , they then are subsequently remembered just about equally well . This was Gibson's finding when she measured retention of these two different sets of ...
... multiple discrimina- tions are learned , whether they have been difficult or easy , they then are subsequently remembered just about equally well . This was Gibson's finding when she measured retention of these two different sets of ...
Stranica 124
... multiple - discrimina- tion learning is interference . Whenever recall is attempted , whether during the course of learning the entire set or afterward , evidence is obtained of confusion among the links of the chains that make up the ...
... multiple - discrimina- tion learning is interference . Whenever recall is attempted , whether during the course of learning the entire set or afterward , evidence is obtained of confusion among the links of the chains that make up the ...
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