The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 35
... probably much more important than the classical type we have just de- scribed . This is a kind of learning that involves making very pre- cise movements of the skeletal muscles in response to very specific stimuli or combinations of ...
... probably much more important than the classical type we have just de- scribed . This is a kind of learning that involves making very pre- cise movements of the skeletal muscles in response to very specific stimuli or combinations of ...
Stranica 43
... Probably , the code we have depicted here would serve adequately for a large portion of the adult population . 4. The chain must be “ reeled off " in a sequence , so that each Ss → R is contiguous in time with the next ; in other words ...
... Probably , the code we have depicted here would serve adequately for a large portion of the adult population . 4. The chain must be “ reeled off " in a sequence , so that each Ss → R is contiguous in time with the next ; in other words ...
Stranica 132
... probably also be acquired ; the individual must learn to distinguish muscle tissue from other forms , and of course to distinguish striated from smooth and heart muscle . Once these have been mastered , the basic instructional ...
... probably also be acquired ; the individual must learn to distinguish muscle tissue from other forms , and of course to distinguish striated from smooth and heart muscle . Once these have been mastered , the basic instructional ...
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Preface | 3 |
3 BASIC FORMS OF LEARNING | 62 |
MOTOR AND VERBAL | 87 |
Autorska prava | |
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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