The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Rezultati 1 - 3 od 94.
Stranica 70
... stimulus and the " test " stimulus grows less . • DISCRIMINATION If the connection acquired to a signaling stimulus is somewhat imprecise , as the phenomenon of stimulus generalization implies , its precision may nevertheless be ...
... stimulus and the " test " stimulus grows less . • DISCRIMINATION If the connection acquired to a signaling stimulus is somewhat imprecise , as the phenomenon of stimulus generalization implies , its precision may nevertheless be ...
Stranica 71
... stimulus - response learning , a colored block may become for a child a thing - to - be - picked - up . It is difficult indeed to find an example of human STIMULUS - RESPONSE LEARNING ( TYPE 2 ) 71 Stimulus-Response Learning (Type.
... stimulus - response learning , a colored block may become for a child a thing - to - be - picked - up . It is difficult indeed to find an example of human STIMULUS - RESPONSE LEARNING ( TYPE 2 ) 71 Stimulus-Response Learning (Type.
Stranica 77
... stimulus - response learning becomes primarily a matter of arranging conditions for the desired stimulus discrimination to occur most readily . Anything that is done to make the selection of a correct stimulus sample easier than it ...
... stimulus - response learning becomes primarily a matter of arranging conditions for the desired stimulus discrimination to occur most readily . Anything that is done to make the selection of a correct stimulus sample easier than it ...
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