The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
Iz unutrašnjosti knjige
Rezultati 1 - 3 od 46.
Stranica 149
... question , ask the learner to " demon- strate " one or more concrete instances of the principle . Step 5 ( Optional , but useful for later instruction ) : By a suit- able question , require the learner to make a verbal statement of the ...
... question , ask the learner to " demon- strate " one or more concrete instances of the principle . Step 5 ( Optional , but useful for later instruction ) : By a suit- able question , require the learner to make a verbal statement of the ...
Stranica 232
... question of how much appears to be a matter of how broadly the individual can gen- eralize what he has learned to new situations . Presumably , there are limits to this breadth of generalization , which vary with dif- ferent individuals ...
... question of how much appears to be a matter of how broadly the individual can gen- eralize what he has learned to new situations . Presumably , there are limits to this breadth of generalization , which vary with dif- ferent individuals ...
Stranica 275
... questions that initiate this process can be presented orally . If students have learned the principles of distribution of powers among legislative , executive , and judiciary components of government , a question like the following can ...
... questions that initiate this process can be presented orally . If students have learned the principles of distribution of powers among legislative , executive , and judiciary components of government , a question like the following can ...
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