The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 135
Robert Mills Gagné. stimulus situation belonging to the proper class but to which the learner has not previously responded . Instructions ask , “ What is this ? " to a new stimulus situation including an edge . Alternatively , the ...
Robert Mills Gagné. stimulus situation belonging to the proper class but to which the learner has not previously responded . Instructions ask , “ What is this ? " to a new stimulus situation including an edge . Alternatively , the ...
Stranica 268
... situation . COMPONENT FUNCTIONS OF THE INSTRUCTIONAL SITUATION Ignoring for the moment the physical appearance of the in- structional situation , it is possible to identify several different functions that must be performed by its ...
... situation . COMPONENT FUNCTIONS OF THE INSTRUCTIONAL SITUATION Ignoring for the moment the physical appearance of the in- structional situation , it is possible to identify several different functions that must be performed by its ...
Stranica 273
... situation as is a display of objects by themselves . In many instances , the events that might otherwise be made to occur by the student's own activity in the laboratory can function to present the needed stimulus situation with equal ...
... situation as is a display of objects by themselves . In many instances , the events that might otherwise be made to occur by the student's own activity in the laboratory can function to present the needed stimulus situation with equal ...
Sadržaj
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