The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 69.
Stranica 26
... need to be assessed by an agent " external " to the student , in order to ensure that they are objective and unbiased ... needs for these various functions of learning management are clearly implied for any system whose purpose it is to ...
... need to be assessed by an agent " external " to the student , in order to ensure that they are objective and unbiased ... needs for these various functions of learning management are clearly implied for any system whose purpose it is to ...
Stranica 249
... needs to be answered , as thoroughly and precisely as possible . Assessment exercises , or " tests , ” need to be employed at fre- quent intervals for the purpose of giving the student feedback about his achievement . For many topics ...
... needs to be answered , as thoroughly and precisely as possible . Assessment exercises , or " tests , ” need to be employed at fre- quent intervals for the purpose of giving the student feedback about his achievement . For many topics ...
Stranica 258
... needs to be carefully confirmed before the learner proceeds to the next . In order for the next higher principle to be learned effectively , assessment is needed within topic learning ( Gagné , Mayor , Garstens , and Paradise , 1962 ) ...
... needs to be carefully confirmed before the learner proceeds to the next . In order for the next higher principle to be learned effectively , assessment is needed within topic learning ( Gagné , Mayor , Garstens , and Paradise , 1962 ) ...
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