The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 274
... oral communication for presenting stimuli . The science teacher would feel grossly handicapped if he had to depend solely on oral communication to describe wave motion . The description of a town meeting may not be as satisfactory a ...
... oral communication for presenting stimuli . The science teacher would feel grossly handicapped if he had to depend solely on oral communication to describe wave motion . The description of a town meeting may not be as satisfactory a ...
Stranica 283
... Oral communication is capable of most instructional func- tions , and is limited only in stimulus presentation . For this pur- pose objects or pictures are required . It should also be noted that many of the functions of oral ...
... Oral communication is capable of most instructional func- tions , and is limited only in stimulus presentation . For this pur- pose objects or pictures are required . It should also be noted that many of the functions of oral ...
Stranica 284
... oral communication is judged to be that of inducing knowledge transfer . Of course , to perform this function properly , a suitable interaction between people ( “ oral communicators " ) must be designed , as in a discussion group or ...
... oral communication is judged to be that of inducing knowledge transfer . Of course , to perform this function properly , a suitable interaction between people ( “ oral communicators " ) must be designed , as in a discussion group or ...
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