The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 232
... present ( that is , more readily than the second individual was able to do the same thing ) . In the case of this kind of transfer , the question of how much appears to be a matter of how broadly the individual can gen- eralize what he ...
... present ( that is , more readily than the second individual was able to do the same thing ) . In the case of this kind of transfer , the question of how much appears to be a matter of how broadly the individual can gen- eralize what he ...
Stranica 252
... present , the student is sent on to the next concept or principle to be learned ; if they are not present , then they must be learned first , after 252 Learning Decisions in Education.
... present , the student is sent on to the next concept or principle to be learned ; if they are not present , then they must be learned first , after 252 Learning Decisions in Education.
Stranica 280
... present events as stimulus situations , rather than simply the objects that participate in these events . The advantage of moving pictures in performing this function is that they enor- mously extend the range of stimulus situations ...
... present events as stimulus situations , rather than simply the objects that participate in these events . The advantage of moving pictures in performing this function is that they enor- mously extend the range of stimulus situations ...
Sadržaj
Preface | 3 |
3 BASIC FORMS OF LEARNING | 62 |
MOTOR AND VERBAL | 87 |
Autorska prava | |
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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