The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 56
... nature of this " combining " event , and it cannot now be described with any degree of completeness . Simply writing down in a sequence the " logical steps " followed in the thinking does not answer this question . These steps are the ...
... nature of this " combining " event , and it cannot now be described with any degree of completeness . Simply writing down in a sequence the " logical steps " followed in the thinking does not answer this question . These steps are the ...
Stranica 71
... nature of the process of extinction . STIMULUS - RESPONSE LEARNING ( Type 2 ) Another fundamental kind of learning , simple to observe and widespread in its occurrence , is here called stimulus - response learning . Thorndike called it ...
... nature of the process of extinction . STIMULUS - RESPONSE LEARNING ( Type 2 ) Another fundamental kind of learning , simple to observe and widespread in its occurrence , is here called stimulus - response learning . Thorndike called it ...
Stranica 75
... natural exploratory behavior , that is , the kind of behavior it exhibits that is not learned . Figure 4 , for example ... nature of the conditions necessary for Ss → R learning . As before , it is necessary to take into account those ...
... natural exploratory behavior , that is , the kind of behavior it exhibits that is not learned . Figure 4 , for example ... nature of the conditions necessary for Ss → R learning . As before , it is necessary to take into account those ...
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