The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 143
... object ) . . . . Some of these objects are round . Can you point them out ? . . . ( Student responds ) . . . . Do all round things roll ? ( Student answers ' Yes ' ) . ... Show me . ( Student responds by rolling two or three round objects ) ...
... object ) . . . . Some of these objects are round . Can you point them out ? . . . ( Student responds ) . . . . Do all round things roll ? ( Student answers ' Yes ' ) . ... Show me . ( Student responds by rolling two or three round objects ) ...
Stranica 186
... object dis- placements in space . For example , some important principles relate the appearance of three - dimensional objects to their representations in two dimensions . Other principles , initially nonquantitative , relate amounts of ...
... object dis- placements in space . For example , some important principles relate the appearance of three - dimensional objects to their representations in two dimensions . Other principles , initially nonquantitative , relate amounts of ...
Stranica 273
Robert Mills Gagné. assuming , of course , that these objects may be people . As empha- sized in Chapter 5 , objects and events are the stimuli from which concepts are derived . Although instruction comes to depend heavily on verbal ...
Robert Mills Gagné. assuming , of course , that these objects may be people . As empha- sized in Chapter 5 , objects and events are the stimuli from which concepts are derived . Although instruction comes to depend heavily on verbal ...
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